WorldWideScience

Sample records for hands-on experiential learning

  1. Introducing Hands-on, Experiential Learning Experiences in an Urban Environmental Science Program at a Minority Serving Institution

    Science.gov (United States)

    Duzgoren-Aydin, N. S.; Freile, D.

    2013-12-01

    STEM education at New Jersey City University increasingly focuses on experiential, student-centered learning. The Department of Geoscience/Geography plays a significant role in developing and implementing a new Urban Environmental Science Program. The program aims at graduating highly skilled, demographically diverse students (14 % African-American and 18% Hispanic) to be employed in high-growth Earth and Environmental Science career paths, both at a technical (e.g. B.S.) as well as an educational (K-12 grade) (e.g. B.A) level. The core program, including the Earth and Environmental Science curricula is guided by partners (e.g. USDA-NRCS). The program is highly interdisciplinary and 'hands-on', focusing upon the high-tech practical skills and knowledge demanded of science professionals in the 21st century. The focus of the curriculum is on improving environmental quality in northern NJ, centering upon our urban community in Jersey City and Hudson County. Our Department is moving towards a more earth system science approach to learning. Most of our courses (e.g., Earth Surface Processes, Sedimentology/Stratigraphy, Earth Materials, Essential Methods, Historical Geology) have hands-on laboratory and/or field components. Although some of our other courses do not have formal laboratory components, research modules of many such courses (Geochemistry, Urban Environmental Issues and Policy and Environmental Geology) involve strong field or laboratory studies. The department has a wide range of analytical and laboratory capacities including a portable XRF, bench-top XRD and ICP-MS. In spring 2013, Dr. Duzgoren-Aydin was awarded $277K in Higher Education Equipment Leasing Fund monies from the University in order to establish an Environmental Teaching and Research Laboratory. The addition of these funds will make it possible for the department to increase its instrumentation capacity by adding a mercury analyzer, Ion Chromatography and C-N-S analyzer, as well as updating

  2. The Alaska Lake Ice and Snow Observatory Network (ALISON): Hands-on Experiential K- 12 Learning in the North

    Science.gov (United States)

    Morris, K.; Jeffries, M.

    2008-12-01

    their own. Each summer, a workshop in Fairbanks offers the teachers the opportunity to work and learn together, sharing their ALISON field experiences and transfer to the classroom, testing activities and materials, and adding to their content knowledge. This experiential learning project demonstrates that teachers and students can make scientifically valuable measurements when provided with easy-to-use equipment, clear directions and training. The project also shows that when provided with a stimulating learning opportunity, teachers and students find imaginative ways to extend the experience. For example, a number of students have made videos about their ALISON. Lesson plans using ALISON-related science concepts have been generated by ALISON teachers and others. Several ALISON teachers have published articles about the ALISON experience. ALISON teachers have been awarded prestigious Toyota Tapestry grants in support of their activities.

  3. Experiential Learning and Therapy.

    Science.gov (United States)

    Hatala, Elaine

    This paper describes the experiential therapy program at the Bowling Green Adolescent Center (New Jersey). This model supports the view that the therapeutic process of addiction treatment is accelerated and enhanced by providing the patients with experiential interventions. Experiential therapy includes goal setting, hands-on participation,…

  4. Experiential learning: transforming theory into practice.

    Science.gov (United States)

    Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

    2012-01-01

    Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

  5. Experiential learning in physical therapy education

    Directory of Open Access Journals (Sweden)

    Smith SN

    2017-06-01

    Full Text Available Susan N Smith, Amy F Crocker School of Physical Therapy, University of the Incarnate Word, San Antonio, TX, USA Background and purpose: Experiential learning can provide students in entry-level physical therapy (PT education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula. Position and rationale: Experiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation. Discussion and conclusion: Experiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners. Keywords: simulation, integrated clinical

  6. Experiential Learning in Agriculture Education

    OpenAIRE

    Johnson, Devan

    2016-01-01

    Many students find it difficult to comprehend information and retain knowledge from regular classroom instruction alone. In addition, many students cannot remain focused on a certain task for an entire class period. By incorporating experiential learning activities into the lesson plans, it is easier for students to recognize concepts being taught and remain focused longer by switching class activities from regular instruction to experiential learning. Using the work of David Kolb as the u...

  7. An Interpretation of Dewey's Experiential Learning Theory.

    Science.gov (United States)

    Roberts, T. Grady

    "Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on…

  8. Student Trade Missions: An Experiential Learning Opportunity

    Science.gov (United States)

    Audet, Josée; Marcotte, Geneviève

    2018-01-01

    In response to the criticisms addressed to business schools, teaching formulas that foster experiential learning are increasingly being put forward. The Missions Commerciales de l'Université Laval (MCUL--Université Laval Trade Missions) is a training program designed to foster experiential learning. This program extends over an entire academic…

  9. Experts in Teams – An experiential learning method

    DEFF Research Database (Denmark)

    Johansen, Steffen Kjær

    2017-01-01

    T becomes a learning method rather than a teaching method. Besides discussing the pedagogical characteristics of EiT, the study also gives a general introduction to EiT as it was taught at SDU fall 2016 as well as a brief review of the basic theory behind experiential learning. As such this study serves...... courses. Most of the practical courses are group work along the lines of project based learning. EiT is in a way both. It is a practical course in as much as our students get hands-on experience with interdisciplinary team work and innovation processes. EiT is a theoretical course in as much as our...... both as an introduction to e.g. new teachers of EiT but also as a starting point for a clarification of the features that makes EiT an experiential learning endeavor....

  10. A Flow of Entrepreneurial Learning Elements in Experiential Learning Settings

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum; Christensen, Marie Ernst

    This paper explored the concept of learning in an experiential learning setting and whether the learning process can be understood as a flow of learning factors influencing the outcome. If many constituting factors lead to the development of learning outcomes, there might need to be developed...... that are a part of experiential learning settings and curriculum development....... a differentiated approach to facilitate experiential learning. Subsequently the paper investigated how facilitators of learning processes can design a learning space where the boundary of what is expected from the learner is challenged. In other words the aim was to explore the transformative learning processes...

  11. Research into experiential learning in nurse education.

    Science.gov (United States)

    Hill, Barry

    2017-09-07

    This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

  12. Experiential learning and changing leadership style.

    Science.gov (United States)

    Zanecchia, M D

    1985-11-01

    One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.

  13. Marketing Plan Competition for Experiential Learning

    Science.gov (United States)

    Civi, Emin; Persinger, Elif S.

    2011-01-01

    Many students find traditional lectures, routine memorization, and restatement of facts and terms tedious and boring (Munoz and Huser, 2008). This requires professors to employ a variety of teaching techniques, for example, live case classroom projects. Such an experiential learning opportunity encourages students to become involved with the…

  14. Outdoor Experiential Education: Learning through the Body

    Science.gov (United States)

    Howden, Eric

    2012-01-01

    Most people can recall a time when they learned a skill or came to understand an idea while participating in an experience: learning in such a way that the action being taken and the resulting learning outcomes were synonymous. Time spent in hands-on efforts tend to engage learners physically and emotionally in both the process of learning and the…

  15. Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

    Science.gov (United States)

    Kamath, Shyam; Agrawal, Jagdish; Krickx, Guido

    2008-01-01

    This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique "hands-on" global consulting program that is integrated into an international EMBA program for mid-career and senior American and European managers. It details the challenges for the integration of experiential action learning, double-loop…

  16. Learning Why We Buy: An Experiential Project for the Consumer Behavior Course

    Science.gov (United States)

    Morgan, Felicia N.; McCabe, Deborah Brown

    2012-01-01

    Marketing educators have long recognized the value of engendering students' deep learning of course content via experiential pedagogies. In this article, the authors describe a semester-long, team-based retail audit project that is structured to elicit active student engagement with consumer behavior course material via concrete, hands-on,…

  17. Enhancing Lean Manufacturing Learning Experience through Hands-On Simulation

    Science.gov (United States)

    Elbadawi, Isam; McWilliams, Douglas L.; Tetteh, Edem G.

    2010-01-01

    Finding appropriate interactive exercises to increase students' learning in technical topic courses is always challenging to educators. In this study, several paper plane hands-on simulation exercises were developed, used, and tested in a lean manufacturing course for beginning college students. A pretest and posttest was used to assess the…

  18. Experiential learning for education on Earth Sciences

    Science.gov (United States)

    Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

    2015-04-01

    The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a

  19. Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

    Science.gov (United States)

    Simmons, Jamie Munn

    Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding

  20. Two worlds apart: experiential learning in Ghana.

    Science.gov (United States)

    Ware, Sharon Douglass; Winters-Moorhead, Carol

    2009-07-01

    As our society becomes more diverse, it is important for nursing students to become culturally competent and to view the world from a global perspective. Traveling abroad enlightens the senses and expands the worldview. Traveling for study abroad is more than taking a vacation; it affords students the opportunity to learn experientially and it can be a transforming encounter that influences the way an evolving nurse will practice. Nursing students at North Carolina Central University in Durham, North Carolina, had the opportunity to bridge two worlds, urban life at the university and village life in Dodowa, Ghana, West Africa. The purpose of this article is to explore the role that studying abroad has in nurturing experiential learning. The experiences of students from a southern historically Black university that were enrolled concurrently in two summer independent study courses focusing on global healthcare in Ghana, West Africa, are described.

  1. The Learning Way: Meta-Cognitive Aspects of Experiential Learning

    Science.gov (United States)

    Kolb, Alice Y.; Kolb, David A.

    2009-01-01

    Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's…

  2. Mathematics and Experiential Learning--Are They Compatible?

    Science.gov (United States)

    Davidovitch, Nitza; Yavich, Roman; Keller, Nelly

    2014-01-01

    In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…

  3. Experiential Learning in Management Education: What Kinds of Students Benefit?

    Science.gov (United States)

    Veiga, John F.

    1976-01-01

    With the relationship between individual learning styles and the effectiveness of the experiential approach, it was hypothesized that the effectiveness of the experiential approach, as measured by student perceptions and student grades, was a function of learning style compatability. The results did not support this hypothesis. (Author)

  4. Higher Education Students' Attitudes towards Experiential Learning in International Business

    Science.gov (United States)

    Chavan, Meena

    2011-01-01

    Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large "International Business" unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The…

  5. Experiential Learning and Research Ethics: Enhancing Knowledge through Action

    Science.gov (United States)

    Teixeira-Poit, Stephanie M.; Cameron, Abigail E.; Schulman, Michael D.

    2011-01-01

    How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and…

  6. Experiential Learning: A Definitive Edge in the Job Market

    Science.gov (United States)

    Clark, James; White, Gayle Webb

    2010-01-01

    The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and…

  7. Integrating Experiential Learning and Cases in International Business

    Science.gov (United States)

    Ramburuth, Prem; Daniel, Shirley

    2011-01-01

    In no other discipline is experiential learning more important than in the complex field of International Business (IB), which aims to prepare students to work and manage across political, economic, national, and sociocultural boundaries. This paper discusses various types of experiential learning activities and approaches to IB teaching, and…

  8. Circuits and electronics hands-on learning with analog discovery

    CERN Document Server

    Okyere Attia, John

    2018-01-01

    The book provides instructions on building circuits on breadboards, connecting the Analog Discovery wires to the circuit under test, and making electrical measurements. Various measurement techniques are described and used in this book, including: impedance measurements, complex power measurements, frequency response measurements, power spectrum measurements, current versus voltage characteristic measurements of diodes, bipolar junction transistors, and Mosfets. The book includes end-of-chapter problems for additional exercises geared towards hands-on learning, experimentation, comparisons between measured results and those obtained from theoretical calculations.

  9. Surveying Assessment in Experiential Learning: A Single Campus Study

    Directory of Open Access Journals (Sweden)

    Thomas Yates

    2015-12-01

    Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

  10. The impact of a hands-on approach to learning visible spectrometry upon students' performance, motivation, and attitudes.

    Science.gov (United States)

    Vrtacnik, Margareta; Gros, Natasa

    2013-01-01

    In this paper, the effect of introducing visible spectrometry concepts through hands-on laboratory work upon student learning within four vocational programs are discussed. All together, 118 students, average 18.6 years old, participated in the study. The results showed no correlation between students' motivational components (intrinsic, regulated, and controlled), chemistry self-concept and their achievement on an experiential knowledge test and knowledge gained from this hands-on approach. Statistically significant differences were found for academic achievement among students in a biotechnology technical program (School 1), food processing program (School 2), laboratory biomedicine program (School 3), and a biotechnology general program (School 4). Differences in academic achievement are further reflected in students' perception of particular knowledge gained through their hands-on experiences and in their expressed attitude toward different didactical characteristics. All students, regardless of their study program, highly evaluated the relaxed atmosphere that contributed to their self-confidence in completing their laboratory activities.

  11. Using David Kolb's Experiential Learning Theory in Portfolio Development Courses.

    Science.gov (United States)

    Mark, Michael; Menson, Betty

    1982-01-01

    As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

  12. Sculpting- an experiential way of learning

    DEFF Research Database (Denmark)

    Andersen, Helle Elisabeth; Larsen, Kirsten Vendelbo

    2014-01-01

    of students in sculpting can be very emotionally intense. Methods: An evaluation tool was designed as an open-ended questionnaire. During autumn 2012 and spring 2013, 114 undergraduate nursing students were enrolled in the study. Findings: Sculpting seems to be a good way to learn about complex family...... dynamics in palliative care. Nursing students find that sculpting is:•An eye-opener (89%)•Of great value in their future nursing profession (96%)•Not too emotionally intense (91 %)•A great tool that fosters good reflections•A good way to challenge underlying assumptions •An interesting way to link theory......Title: Sculpting- an experiential way of learning Authors & affiliations: Helle Elisabeth Andersen & Kirsten Vendelbo Larsen, Senior Lecturers. Department of Nursing, Odense, University College Lillebaelt, Denmark. Mail:hean@ucl.dk Abstract: Aim:To explore undergraduate nursing students...

  13. Teaching with Dogs: Learning about Learning through Hands-on Experience in Dog Training

    Science.gov (United States)

    McConnell, Bridget L.

    2016-01-01

    This paper summarizes a pilot study of an experiential learning technique that was designed to give undergraduate students a greater understanding of the principles and theories of learning and behavior, which is traditionally taught only in a lecture-based format. Students were assigned the role of a dog trainer, and they were responsible for…

  14. Enhancing Global Competitiveness through Experiential Learning: Insights into Successful Programming

    Science.gov (United States)

    Ghose, Nabarun

    2010-01-01

    International exposure of students is very essential in today's globalized world. Experiential learning, such as study abroad, plays a major role in developing global competencies in students, making them more marketable globally. This paper highlights one experiential activity that injects global competencies in students, thereby making them more…

  15. Student Employment as a Model for Experiential Learning

    Science.gov (United States)

    Fede, Jacquelyn H.; Gorman, Kathleen S.; Cimini, Maria E.

    2018-01-01

    Background: Evidence suggests experiential learning promotes the development of a range of transferrable skills including communication, responsibility, and social skills. However, many students are unable to participate in internships or other common forms of experiential education because they need to work for pay. University employment has been…

  16. PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

    Science.gov (United States)

    Soares, Rosa; Santos, Cátia; Carvalho, Sara

    2015-04-01

    The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of

  17. Knowledge discovery based on experiential learning corporate culture management

    Science.gov (United States)

    Tu, Kai-Jan

    2014-10-01

    A good corporate culture based on humanistic theory can make the enterprise's management very effective, all enterprise's members have strong cohesion and centripetal force. With experiential learning model, the enterprise can establish an enthusiastic learning spirit corporate culture, have innovation ability to gain the positive knowledge growth effect, and to meet the fierce global marketing competition. A case study on Trend's corporate culture can offer the proof of industry knowledge growth rate equation as the contribution to experiential learning corporate culture management.

  18. PENGARUH MODEL EXPERIENTIAL LEARNING TERHADAP KEMAMPUAN BERPIKIR SISWA SMA

    Directory of Open Access Journals (Sweden)

    Mar’atus Sholihah

    2016-11-01

    Full Text Available The purpose of this study was to determine the effect of Experiential Learning models developed by Kolb's theory of the critical thinking skills of high school students. This study uses a quasi experiment conducted in SMA Assa'adah Gresik. The population of students of class X IS second semester of academic year 2015/2016. Samples are 2 classes that are homogeneous. Methods of data collection using test questions and the ability to think critically using observation sheet. Data were analyzed by comparing the average acquisition value of critical thinking skills with experimental class control class. Average value of the critical thinking skills using model Experiential Learning higher at 80.9 while the control class is 71.2. Based on the average it can be concluded that the learning model of Experiential Learning can improve students' critical thinking skills. This study is expected to provide information on the application and benefits of the model Experiential Learning in teaching geography and make it more meaningful for students. Tujuan dari penelitian ini adalah mengetahui pengaruh model Experiential Learning yang dikembangkan oleh teori Kolb terhadap kemampuan berpikir kritis siswa SMA. Penelitian ini menggunakan metode quasi experimen yang dilakukan di SMA Assa’adah Gresik. Populasi siswa kelas X IS semester genap tahun pelajaran 2015/2016. Sampel yang digunakan sebanyak 2 kelas yang bersifat homogen. Metode pengumpulan data menggunakan soal tes kemampuan berpikir kritis serta menggunakan lembar observasi. Data yang diperoleh kemudian dianalisis dengan membandingkan rata-rata perolehan nilai kemampuan berpikir kritis kelas kontrol dengan kelas eksperimen. Nilai rata rata kemampuan berpikir kritis yang menggunakan model pembelajaran Experiential Learning lebih tinggi, yaitu sebesar 80,9, sedangkan kelas kontrol sebesar 71,2. Berdasarkan nilai rata-rata tersebut dapat disimpulkan bahwa model pembelajaran Experiential Learning dapat

  19. The interplay between experiential and traditional learning for competency development

    Directory of Open Access Journals (Sweden)

    Sara eBonesso

    2015-09-01

    Full Text Available Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual’s competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master’s degree program. After providing a classification of three learning methods (traditional learning, individual experiential learning, and social experiential learning, the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that traditional learning needs to be implemented together, on the one hand, with individual experiential learning to achieve a significant effect on emotional competencies and, on the other hand, with social experiential learning to have an impact on social competencies. Moreover, individual experiential learning plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote

  20. Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction

    Science.gov (United States)

    Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J.

    2017-01-01

    Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer…

  1. Creating and Maintaining a Safe Space in Experiential Learning

    Science.gov (United States)

    Kisfalvi, Veronika; Oliver, David

    2015-01-01

    The increasing popularity of experiential learning in management education raises a number of new opportunities and challenges for instructors, particularly with regard to shifting instructor roles and attention to learning through one's emotions. In this article, we draw on psychodynamics--in particular D. W. Winnicott's notions of…

  2. Kolb's Experiential Learning Model: Critique from a Modeling Perspective

    Science.gov (United States)

    Bergsteiner, Harald; Avery, Gayle C.; Neumann, Ruth

    2010-01-01

    Kolb's experiential learning theory has been widely influential in adult learning. The theory and associated instruments continue to be criticized, but rarely is the graphical model itself examined. This is significant because models can aid scientific understanding and progress, as well as theory development and research. Applying accepted…

  3. Experiential Learning Theory as a Guide for Effective Teaching.

    Science.gov (United States)

    Murrell, Patricia H.; Claxton, Charles S.

    1987-01-01

    David Kolb's experiential learning theory involves a framework useful in designing courses that meet needs of diverse learners. Course designs providing systematic activities in concrete experience, reflective observations, abstract conceptualization, and active experimentation will be sensitive to students' learning styles while challenging…

  4. Viewpoint Fieldwork in Ecology as a Form of Experiential Learning ...

    African Journals Online (AJOL)

    The small-scale research study reported on in this Viewpoint paper was conducted to determine the extent to which experiential learning in the form of fieldwork contributes to learning in Biology. The participants in the study were 36 first-year students registered for a module on Ecology. The conceptual framework that ...

  5. Experiential Learning for Engaging Nutrition Undergraduates with Sustainability

    Science.gov (United States)

    Maher, Judith; Burkhart, Sarah

    2017-01-01

    Purpose: The purpose of this paper is to describe students' self-reported learning from engaging in an experiential learning task designed to develop their understanding of sustainable food systems and dietary practices. Design/methodology/approach: In all, 143 first-year students enrolled in an entry level food and nutrition subject undertook a…

  6. EXPERIENTIAL LEARNING IN INTRODUCING IFRS AT UNIVERSITIES IN INDONESIA

    OpenAIRE

    Andian Ari Istiningrum

    2012-01-01

    Abstract: Experiential Learning in Introducing IFRS at Universities in Indonesia. The purpose of this study is to find the appropriate learning model for accounting learning process at universities in Indonesia due to the process of convergence to IFRS that has already occurred in Indonesia. The study is conducted by reviewing, analyzing and evaluating the effects and solutions of convergence to IFRS in other countries that have already implemented IFRS. All possible accounting learning metho...

  7. Experiential Learning: Dissolving Classroom and Research Borders

    Science.gov (United States)

    McClellan, Rhonda; Hyle, Adrienne E.

    2012-01-01

    During a summer cruise to Mexico and Central America, students earned academic credit for doctoral-level coursework in qualitative research approaches and data collection and analysis. This study explored how participants, 16 doctoral students at a midwestern university, perceived experiential education and its effect upon their understanding of…

  8. Five Experiential Learning Activities in Addictions Education

    Science.gov (United States)

    Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

    2012-01-01

    This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

  9. Demystifying Experiential Learning in the Performing Arts

    Science.gov (United States)

    Kindelan, Nancy

    2010-01-01

    The pedagogy of performing arts courses in theatre, film, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or filmed. But because many educators outside the arts perceive performing arts programs as solely…

  10. Promoting Female Students' Learning Motivation towards Science by Exercising Hands-On Activities

    Science.gov (United States)

    Wen-jin, Kuo; Chia-ju, Liu; Shi-an, Leou

    2012-01-01

    The purpose of this study is to design different hands-on science activities and investigate which activities could better promote female students' learning motivation towards science. This study conducted three types of science activities which contains nine hands-on activities, an experience scale and a learning motivation scale for data…

  11. Experiential learning in control systems laboratories and engineering project management

    Science.gov (United States)

    Reck, Rebecca Marie

    2015, a panel of 40 control systems faculty members, from a variety of institutions, completed a multi-round Delphi survey in order to bring them toward consensus on the common aspects of their laboratories. The following winter, 45 additional faculty members and practitioners from the control systems community completed a follow-up survey to gather feedback on the results of the Delphi survey. During the Delphi study, the panelists identified 15 laboratory objectives, 26 concepts, and 15 components that were common in their laboratories. Then in both the Delphi survey and follow-up survey each participant rated the importance of each of these items. While the average ratings differed slightly between the two groups, the order of each set of items was compared with two different tests and the order was found to be similar. Some of the common and important learning objectives include connecting theory to what is implemented and observed in the laboratory, designing controllers, and modeling and simulating systems. The most common component in both groups was Math-Works software. Some of the common concepts include block diagrams, stability, and PID control. Defining common aspects of undergraduate control systems laboratories enables common development, detailed comparisons, and simplified adaptation of equipment and experiments between campuses and programs. Throughout an undergraduate program in engineering, there are multiple opportunities for hands-on laboratory experiences that are related to course content. However, a similarly immersive experience for project management graduate students is harder to incorporate for all students in a course at once. This study explores an experiential learning opportunity for graduate students in engineering management or project management programs. The project management students enroll in a project management course. Undergraduate students interested in working on a project with a real customer enroll in a different projects

  12. Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

    Science.gov (United States)

    Coker, Patty

    2010-01-01

    This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

  13. Integrating Experiential Learning and Applied Sociology to Promote Student Learning and Faculty Research

    Science.gov (United States)

    Holtzman, Mellisa; Menning, Chadwick

    2015-01-01

    Although the benefits of experiential learning for students are well documented, such courses are sometimes seen as a professional burden for faculty because they are very labor- and time-intensive endeavors. This paper suggests, however, that the time investment in experiential learning courses can be made more efficient if faculty members treat…

  14. The impact of an adventure based experiential learning programme ...

    African Journals Online (AJOL)

    The aim of this study was to determine the effect of an adventure based experiential learning programme (AEP) in developing the life effectiveness of black high school learners. “Life Effectiveness” reflects the psychological and behavioural aspects of human functioning which determine the proficiency of a person in society.

  15. Taiwanese University Students' Perspectives on Experiential Learning and Psychosocial Development

    Science.gov (United States)

    Lin, Yii-Nii; Lai, Pi-Hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yueh-Hua

    2016-01-01

    This study described the relations of experiential learning and psychosocial development of Taiwanese university students through the qualitative method of phenomenology. Thirty-six students, age ranged from 19 to 25 years, from three research-oriented universities in northern Taiwan were interviewed. Seven themes were delineated: (1) discovering…

  16. The process of experiential learning : Implications for dark tourism

    NARCIS (Netherlands)

    Lema, Joseph; Agrusa, Jerome; Buda, Dorina

    2010-01-01

    The power of personal experience is one of the driving forces behind the curiosity to travel to a unique destination. While numerous travel motivations are discussed throughout the tourism literature, experiential learning is one area of tourism in general and dark tourism in particular, that has

  17. Wiki Mass Authoring for Experiential Learning: A Case Study

    Science.gov (United States)

    Pardue, Harold; Landry, Jeffrey; Sweeney, Bob

    2013-01-01

    Web 2.0 services include sharing and collaborative technologies such as blogs, social networking sites, online office productivity tools, and wikis. Wikis are increasingly used for the design and implementation of pedagogy, for example to facilitate experiential learning. A U.S. government-funded project for system security risk assessment was…

  18. Adult Basic Skills Instructor Training and Experiential Learning Theory.

    Science.gov (United States)

    Marlowe, Mike; And Others

    1991-01-01

    Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

  19. Two Open-Ended, Experiential Learning Cases in Accounting

    Science.gov (United States)

    Fuglister, Jayne; Stegmoyer, Matthew; Castrigano, Renee

    2010-01-01

    The rapidly changing environment in international business provides an excellent opportunity for instructors to design timely, adaptable, experiential learning, and open-ended cases. This paper presents and discusses how to prepare and use two such cases in the areas of bank accounting and international accounting. The cases can be offered and…

  20. Imagining and Feeling: Experiential Learning in Mass Communication Instruction.

    Science.gov (United States)

    Parcells, Frank E.

    Defining the media experience as the media and social interaction involved in any person's viewing of television and the consequences of that viewing for oneself and others, this paper examines how phenomenology and psychodrama--methods of experiential learning focusing on the feeling and imagining functions of communication--can be used to teach…

  1. Parsifal a Game Opera : Experiential Learning in Gameful Performance Art

    NARCIS (Netherlands)

    Kortmann, L.J.; Luijten, A; Bottino, R.; Jeuring, Johan; Veltkamp, Remco

    2016-01-01

    Richard Wagner’s Parsifal was recently rewritten and performed as a‘game opera’.We used observations, questionnaires, and interviews to study howthe 700+ audience were facilitated to experientially learn about the show’s mainthemes: compassion and collaboration. This case study contributed to

  2. Sales Course Design Using Experiential Learning Principles and Bloom's Taxonomy

    Science.gov (United States)

    Healy, William J.; Taran, Zinaida; Betts, Stephen C.

    2011-01-01

    Practitioner concerns and the changing educational marketplace are pressuring colleges to provide more skills based learning. Among the newer skill based areas of study that is greatly in demand is professional sales. In this paper, two courses in a successful professional sales program are examined through the lenses of experiential learning…

  3. Teaching Racism: Using Experiential Learning to Challenge the Status Quo

    Science.gov (United States)

    Loya, Melody Aye; Cuevas, Mo

    2010-01-01

    Teaching about racism creates challenging issues for educators and students alike. Using experiential learning and a public-access curriculum to teach about racism and social inequality, graduate and undergraduate students participated in this elective course. The hybrid "minimester" course focused on affective responses to classroom activities,…

  4. Freshmen Marketing: A First-Year Experience with Experiential Learning

    Science.gov (United States)

    Greene, Henry

    2011-01-01

    This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific…

  5. The effect of adventure-based experiential learning on personal ...

    African Journals Online (AJOL)

    The purpose of the study was to determine the effectiveness of Adventure-based Experiential Learning (AEL) in developing the personal effectiveness of adolescents. Twenty three adolescents, currently enrolled in a post-matriculation development centre were studied. The study consisted of an experimental (n=12) and ...

  6. Experiential Learning: A Process for Teaching Youth Entrepreneurship

    Directory of Open Access Journals (Sweden)

    Karen Biers

    2006-09-01

    Full Text Available Youth of all ages are indicating an interest in starting a business. However, few classes on business start-up and management are available. Young people who are actively engaged in learning business management concepts also develop life skills such as decision making, communicating, and learning to learn. Studies have shown that youth who are in participatory, entrepreneurship classes develop a positive attitude toward starting a business. This article addresses how the experiential learning model provides an opportunity for youth to develop entrepreneurial skills. The entrepreneurial learning model is a learning process of doing, reflecting, and then applying.

  7. All hands on deck: CREWED for technology-enabled learning

    OpenAIRE

    Russell, Carol

    2009-01-01

    The University of New South Wales’ (UNSW’s) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and...

  8. Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model

    Science.gov (United States)

    Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

    2012-01-01

    Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

  9. EXPERIENTIAL LEARNING IN INTRODUCING IFRS AT UNIVERSITIES IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Andian Ari Istiningrum

    2012-04-01

    Full Text Available Abstract: Experiential Learning in Introducing IFRS at Universities in Indonesia. The purpose of this study is to find the appropriate learning model for accounting learning process at universities in Indonesia due to the process of convergence to IFRS that has already occurred in Indonesia. The study is conducted by reviewing, analyzing and evaluating the effects and solutions of convergence to IFRS in other countries that have already implemented IFRS. All possible accounting learning method offered by accounting lecturers in other countries are evaluated in order to find the solution that is appropriate with condition faced by Indonesian universities. The results are as follow: (i convergence to IFRS requires that accounting learning process should underline the use of more principle-base standard, professional judgment, fair value measurement and collaboration with other professions. (ii experiential learning through case study can be used to generate knowledge and skills of IFRS.   Keywords: IFRS, accounting learning process, experiential learning, case study   Abstrak:  Experiential Learning untuk Mengenalkan IFRS di Universitas-universitas di Indonesia. Tujuan dari kajian ini adalah untuk menemukan solusi dari permasalahan terkait dengan pembelajaran akuntansi berbasis IFRS dan mengevaluasi beberapa solusi yang bisa digunakan untuk mengintegrasikan IFRS dalam kurikulum akuntansi di perguruan tinggi Indonesia. Studi ini dilaksanakan dengan melakukan reviu, analisis dan evaluasi terhadap model pembelajaran akuntansi berbasis IFRS pada negara lain yang terlebih dahulu telah mengimplementasikan IFRS. Berbagai model pembelajaran dari negara lain akan dievaluasi sehingga ditemukan model pembelajaran akuntansi yang paling tepat untuk digunakan dalam pembelajaran IFRS di Indonesia. Studi ini memberikan hasil sebagai berikut: (i Konvergensi IFRS menimbulkan perubahan pembelajaran akuntansi di mana pembelajaran harus memfokuskan diri pada

  10. Hydroponic Garden Promotes Hands-on Learning, Healthy Eating

    Science.gov (United States)

    Anderson, Melinda; Swafford, Melinda

    2011-01-01

    The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science,…

  11. Student Learning through Hands-On Industry Projects

    Science.gov (United States)

    Acheson, Lingma Lu

    2014-01-01

    Learning is most effective when accompanied by doing. If someone desires to become a baseball player, being told how to play the game, watching others play and even understanding the rules of the game are mostly ineffective if the individual never "swings the bat". This paper outlines the implementation of this method (swinging the bat)…

  12. Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble

    OpenAIRE

    Glenna G. Bower

    2013-01-01

    This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience wer...

  13. Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

    Science.gov (United States)

    Schellhase, Kristen C.

    2008-01-01

    Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

  14. Exploring an Experiential Learning Project through Kolb's Learning Theory Using a Qualitative Research Method

    Science.gov (United States)

    Chan, Cecilia Ka Yuk

    2012-01-01

    Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge…

  15. Using Experiential Learning Through Science Experiments to Increase the Motivation of Students Classified as Emotionally Disturbed

    Science.gov (United States)

    Crozier, Marisa

    When learning is an adventure rather than an exercise in memorization, students can enjoy the process and be motivated to participate in classroom activities (Clem, Mennicke, & Beasley, 2014). Students classified as emotionally disturbed are prone to disruptive behaviors and struggle learning in a traditional science classroom consisting of lecture and demonstrations. They cannot maintain the necessary level of attention nor have the strong reading, writing or memory skills needed to succeed. Therefore, this study examined whether the use of experiential learning would increase on-task behavior and improve the motivation of emotionally disturbed, middle school students in science. Students completed four hands-on experiments aligned with the science curriculum. The data collection methods implemented were an observation checklist with corresponding journal entries, a summative assessment in the form of lab sheets, and student interviews. Through triangulation and analysis, data revealed that the students had more on-task behaviors, were engaged in the lessons, and improved grades in science.

  16. Real-time individualized training vectors for experiential learning.

    Energy Technology Data Exchange (ETDEWEB)

    Willis, Matt; Tucker, Eilish Marie; Raybourn, Elaine Marie; Glickman, Matthew R.; Fabian, Nathan

    2011-01-01

    Military training utilizing serious games or virtual worlds potentially generate data that can be mined to better understand how trainees learn in experiential exercises. Few data mining approaches for deployed military training games exist. Opportunities exist to collect and analyze these data, as well as to construct a full-history learner model. Outcomes discussed in the present document include results from a quasi-experimental research study on military game-based experiential learning, the deployment of an online game for training evidence collection, and results from a proof-of-concept pilot study on the development of individualized training vectors. This Lab Directed Research & Development (LDRD) project leveraged products within projects, such as Titan (Network Grand Challenge), Real-Time Feedback and Evaluation System, (America's Army Adaptive Thinking and Leadership, DARWARS Ambush! NK), and Dynamic Bayesian Networks to investigate whether machine learning capabilities could perform real-time, in-game similarity vectors of learner performance, toward adaptation of content delivery, and quantitative measurement of experiential learning.

  17. VITA Experiential, Service-Learning, Learned Competencies, and Changed Mindsets

    Science.gov (United States)

    Boneck, Robin; Barnes, Jeffrey N.; Stillman, Tyler F.

    2014-01-01

    The authors describe how Southern Utah University has integrated the U.S. Internal Revenue Service (IRS) Voluntary Income Tax Assistance (VITA) program as an experiential servicelearning activity for over a decade and a half. First, we describe the value of experiential servicelearning. Second, we detail the program, its oversight, its student…

  18. Assessing Experiential Learning Styles: A Methodological Reconstruction and Validation of the Kolb Learning Style Inventory

    Science.gov (United States)

    Manolis, Chris; Burns, David J.; Assudani, Rashmi; Chinta, Ravi

    2013-01-01

    To understand experiential learning, many have reiterated the need to be able to identify students' learning styles. Kolb's Learning Style Model is the most widely accepted learning style model and has received a substantial amount of empirical support. Kolb's Learning Style Inventory (LSI), although one of the most widely utilized instruments to…

  19. The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators

    Science.gov (United States)

    Ord, Jon; Leather, Mark

    2011-01-01

    This paper recommends a reconceptualisation of "experience learning". It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb's original model of experiential learning. We argue that to understand experiential learning fully a return to the original theoretical…

  20. The interplay between experiential and traditional learning for competency development.

    Science.gov (United States)

    Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio

    2015-01-01

    Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

  1. OPTIMALISASI PEMBELAJARAN TEMATIK BERBASIS EXPERIENTIAL LEARNING UNTUK MADRASAH IBTIDAIYAH

    Directory of Open Access Journals (Sweden)

    Atikah Syamsi

    2014-06-01

    Full Text Available ABSTRACTAmong alternative learning can be used to answer one of the problems in education related to the learning experience is to use the model of experiential learning that is almost similar to a scientific approach in thematic learning . Where thematic learning is more emphasis on the application of the concept of learning by doing something ( learning by doing . Therefore , teachers need to package or design a learning experience that would affect the significance of student learning. Learning experiences that demonstrate this relationship conceptual elements make the learning process more effective. Conceptual connection between subjects studied and will form the scheme , so that students will acquire knowledge of the unity and unanimity . Additionally , with the implementation of thematic learning in elementary school will help students , because according to the stage of development of students who still see everything as a whole (holistic.This research is a field (field research is research by going directly to research places to observe and engage directly with the object of research . Type of research is qualitative research with inductive logic thinking . Sources of data in the study is the subject of where the data was obtained , the determination of the data is obtained by applying the population , meaning that the entire party in the role of research as a research target . Given in this study used a qualitative approach , the data analysis starts from the ground by using descriptive analytic method that is compiled by describing , interpreting data and analyzing all the things that are the focus of this researchKeywords : Experiential Learning, Thematic Learning,  Elementary School

  2. Factors Influencing Learning Environments in an Integrated Experiential Program

    Science.gov (United States)

    Koci, Peter

    The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

  3. Experiential learning and andragogy--negotiated learning in nurse education: a critical appraisal.

    Science.gov (United States)

    Burnard, P

    1989-10-01

    Andragogy and experiential learning have frequently been cited as recommended approaches to aspects of nurse education. This paper offers a critical appraisal of the two approaches and offers suggestions as to how a negotiated nursing curriculum may be developed.

  4. Playing styles based on experiential learning theory

    NARCIS (Netherlands)

    Bontchev, Boyan; Vassileva, Dessislava; Aleksieva-Petrova, Adelina; Petrov, Milen

    2018-01-01

    In recent years, many researchers have reported positive outcomes and effects from applying computer games to the educational process. The main preconditions for an effective game-based learning process include the presence of high learning interest and the desire to study hard. Therefore,

  5. GeoBus: bringing experiential Earth science learning to secondary schools in the UK

    Science.gov (United States)

    Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

    2014-12-01

    GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

  6. Paradoxes of a Long Life Learning: An Exploration of Peter Jarvis's Contribution to Experiential Learning Theory

    Science.gov (United States)

    Dyke, Martin

    2017-01-01

    The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time.…

  7. A case study in experiential learning: pharmaceutical cold chain management on wheels.

    Science.gov (United States)

    Vesper, James; Kartoglu, Ümit; Bishara, Rafik; Reeves, Thomas

    2010-01-01

    People who handle and regulate temperature-sensitive pharmaceutical products require the knowledge and skills to ensure those products maintain quality, integrity, safety, and efficacy throughout their shelf life. People best acquire such knowledge and skills through "experiential learning" that involves working with other learners and experts. The World Health Organization developed a weeklong experiential learning event for participants so they could gain experience in how temperature-sensitive products are handled, stored, and distributed throughout the length of the distribution supply chain system. This experiential learning method enabled participants to visit, critically observe, discuss and report on the various components of the cold chain process. An emphasis was placed on team members working together to learn from one another and on several global expert mentors who were available to guide the learning, share their experiences, and respond to questions. The learning event, Pharmaceutical Cold Chain Management on Wheels, has been conducted once each year since 2008 in Turkey with participants from the global pharmaceutical industry, health care providers, national regulatory authorities, and suppliers/vendors. Observations made during the course showed that it was consistent with the principles of experiential and social learning theories. Questionnaires and focus groups provided evidence of the value of the learning event and ways to improve it. Reflecting the critical elements derived from experiential and social learning theories, five factors contributed to the success of this unique experiential learning event. These factors may also have relevance in other experiential learning courses and, potentially, for experiential e-learning events.

  8. Dewey, Dale, and Bruner: Educational Philosophy, Experiential Learning, and Library School Cataloging Instruction.

    Science.gov (United States)

    Garrett, LeAnn

    1997-01-01

    Discusses educational philosophies of John Dewey, Edgar Dale, and Jerome Bruner dealing with experience and learning and describes experiential learning activities within the curriculum of the School of Library and Information Studies at the University of Hawaii. Results of a study examining student attitudes toward experiential learning are…

  9. Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

    Science.gov (United States)

    Yuk Chan, Cecilia Ka

    2012-08-01

    Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

  10. Retailing Laboratory: Delivering Skills through Experiential Learning

    Science.gov (United States)

    Franco Valdez, Ana Dolores; Valdez Cervantes, Alfonso

    2018-01-01

    Building from a theoretical foundation of active learning, this article describes how using a retail laboratory in an educational curriculum can benefit both students and strategic partners. Students work alongside strategic partners, and the retail laboratory enables them to probe and design novel retailing strategies, such as launching new…

  11. Learning Bridge: Curricular Integration of Didactic and Experiential Education

    Science.gov (United States)

    Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

    2010-01-01

    Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

  12. Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

    Science.gov (United States)

    Lazar, K.; Moysey, S. M.

    2017-12-01

    Outdoor-focused experiential learning opportunities are uncommon for students in large introductory geology courses, despite evidence that field experiences are a significant pathway for students to enter the geoscience pipeline. We address this deficiency by creating an extracurricular program for geology service courses that allows students to engage with classmates to foster a positive affective environment in which they are able to explore their geoscience interests, encouraged to visualize themselves as potential geoscientists, and emboldened to continue on a geoscience/geoscience-adjacent career path. Students in introductory-level geology courses were given pre- and post-semester surveys to assess the impact of these experiential learning experiences on student attitudes towards geoscience careers and willingness to pursue a major/minor in geology. Initial results indicate that high achieving students overall increase their interest in pursuing geology as a major regardless of their participation in extracurricular activities, while low achieving students only demonstrate increased interest in a geology major if they did not participate in extra credit activities. Conversely, high achieving, non-participant students showed no change in interest of pursuing a geology minor, while high achieving participants were much more likely to demonstrate interest in a minor at the end of the course. Similar to the trends of interest in a geology major, low achieving students only show increased interest in a minor if they were non-participants. These initial results indicate that these activities may be more effective in channeling students towards geology minors rather than majors, and could increase the number of students pursuing geoscience-related career paths. There also seem to be several competing factors at play affecting the different student populations, from an increased interest due to experience or a displeasure that geology is not simply `rocks for jocks

  13. Learning by Living: Life-Altering Medical Education through Nursing Home-Based Experiential Learning

    Science.gov (United States)

    Gugliucci, Marilyn R.; Weiner, Audrey

    2013-01-01

    The University of New England College of Osteopathic Medicine Learning by Living Project (referred to as Learning by Living) was piloted in 2006 as an experiential medical education learning model. Since its inception, medical and other health professions students have been "admitted" into nursing homes to live the life of an older adult nursing…

  14. Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

    Science.gov (United States)

    Bohn, Dawn M.; Schmidt, Shelly J.

    2008-01-01

    Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and…

  15. Three Dimensions of Learning: Experiential Activity for Engineering Innovation Education and Research

    Science.gov (United States)

    Killen, Catherine P.

    2015-01-01

    This paper outlines a novel approach to engineering education research that provides three dimensions of learning through an experiential class activity. A simulated decision activity brought current research into the classroom, explored the effect of experiential activity on learning outcomes and contributed to the research on innovation decision…

  16. The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory

    Science.gov (United States)

    Bergsteiner, Harald; Avery, Gayle C.

    2014-01-01

    Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome…

  17. Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education

    Science.gov (United States)

    Johns, Judith A.; Moyer, Matthew T.; Gasque, Lisa M.

    2017-01-01

    Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and…

  18. Understanding the Knowledge and Use of Experiential Learning within Pennsylvania 4-H Clubs

    Science.gov (United States)

    Bechtel, Robyn; Ewing, John C.; Threeton, Mark; Mincemoyer, Claudia

    2013-01-01

    Experiential learning is incorporated into the National 4-H curriculum. However, the state 4-H staff in Pennsylvania is unsure of the current knowledge and use of experiential learning within the local 4-H clubs. An online survey was distributed to Extension educators and volunteer leaders within Pennsylvania to assess the current knowledge and…

  19. Using Non-Extension Volunteering as an Experiential Learning Activity for Extension Professionals

    Science.gov (United States)

    Andrews, Kevin B.; Lockett, Landry L.

    2013-01-01

    Extension professionals can gain much-needed competencies in volunteer administration through experiential learning by participating in volunteer activities. Experiential learning is a means of behavior change that allows the individual learner to reflect on, abstract, and apply their experiences to new situations. This article expands on…

  20. Experiential Learning in Primary Care: Impact on Veterinary Students' Communication Confidence

    Science.gov (United States)

    Barron, Daniella; Khosa, Deep; Jones-Bitton, Andria

    2017-01-01

    Experiential learning is essential in medical and veterinary student education and can improve students' communication with clients during medical appointments. There is limited research in veterinary education investigating the effectiveness of experiential learning environments to provide an "integrative approach" to teaching. The…

  1. Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings

    Science.gov (United States)

    Heinrich, William F.; Habron, Geoffrey B.; Johnson, Heather L.; Goralnik, Lissy

    2015-01-01

    Today's complex societal problems require both critical thinking and an engaged citizenry. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. However, critical thinking is not necessarily a part of every experiential learning…

  2. Developing Communication Management Skills: Integrated Assessment and Reflection in an Experiential Learning Context

    Science.gov (United States)

    Cyphert, Dale; Dodge, Elena Nefedova; Duclos (Wilson), Leslie K.

    2016-01-01

    The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer…

  3. Experiential Learning in Marketing Communications Courses: The Demarketing of College Binge-Drinking

    Science.gov (United States)

    Rozensher, Susan G.; Seal, David S.

    2009-01-01

    The experiential learning approach has been gathering substantial momentum and support in educational circles. In the team-based experiential learning project presented here, which effectively integrated theory and application, students were charged with creating an integrated marketing communications plan to demarket binge drinking on the college…

  4. KEEFEKTIFAN EXPERIENTIAL LEARNING PEMBELAJARAN MATEMATIKA MTs MATERI BANGUN RUANG SISI DATAR

    Directory of Open Access Journals (Sweden)

    Dyahsih Alin Sholihah

    2015-11-01

    Full Text Available Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika.   THE EFFECTIVENESS OF EXPERIENTIAL LEARNING IN MATHEMATICS LEARNING  IN SUBJECT MATTER OF FLAT SIDE CONSTRUCT Abstract This study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students’ appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo

  5. MENGEMBANGKAN KERJASAMA (SOFT SKILL MELALUI PENERAPAN METODA COOPERATIF LEARNING DAN EXPERIENTIAL LEARNING DALAM MATA KULIAH PSIKOLOGI KEWIRAUSAHAAN

    Directory of Open Access Journals (Sweden)

    lala septiyani sembiring

    2015-11-01

    Full Text Available This research aimed to examine the effect of the value of student co-operation in enterpreneur courses through the implementation of co-operative learning and experiential teaching method. Research was conducted on 57 psychology students who take enterpreneur courses treated in method cooperative teaching and experiential learning. Data collected through the scale were analyzed using the t test to see differences in the ability of co-operation between the students before teaching method experiential learning and cooperative learning with teaching method after doing experiential learning and cooperative learning. T test results prove that there are significant differences between the data pre and post data. This study means that there is a significant difference in the value of co-operation caused by the treatment by student cooperative learning and experiential learning method.

  6. Learning from Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach

    Science.gov (United States)

    Canhoto, Ana Isabel; Murphy, Jamie

    2016-01-01

    Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a "back to basics" look at what constitutes an effective experiential learning initiative. Drawing on the…

  7. Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

    Science.gov (United States)

    Elijido-Ten, Evangeline; Kloot, Louise

    2015-01-01

    Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

  8. Learning never goes on holiday: an exploration of social tourism as a context for experiential learning

    NARCIS (Netherlands)

    Bos, L.D.H.; McCabe, S.; Johnson, S.

    2015-01-01

    This paper applies Experiential Learning Theory to examine learning experiences of UK children during a holiday to assess the potential of holidays as influencing factors in educational achievement and attainment. The paper presents findings from a study undertaken with low-income families who had

  9. Application of the Experiential Learning Cycle in Learning from a Business Simulation Game

    Science.gov (United States)

    Ahn, Jung-Hoon

    2008-01-01

    The purpose of this study was to investigate the effects of engaging students in Kolb's experiential learning cycle on facilitating students' simulation game performance and knowledge application skills in learning with a business simulation game. A sample was drawn from a population of business-major undergraduate students at the School of…

  10. Assessment Guiding Learning: Developing Graduate Qualities in an Experiential Learning Programme

    Science.gov (United States)

    Clements, Michael David; Cord, Bonnie Amelia

    2013-01-01

    As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that…

  11. Experiential Learning: Lessons Learned from the UND Business and Government Symposium

    Science.gov (United States)

    Harsell, Dana Michael; O'Neill, Patrick B.

    2010-01-01

    The authors describe lessons learned from a limited-duration experiential learning component of a Master's level course. The course is open to Master's in Business and Master's in Public Administration students and explores the relationships between government and business. A complete discussion of the Master's in Business and Master's in Public…

  12. Experiential Learning Model in Enhancing Prospective English Teachers` Teaching Competence

    Directory of Open Access Journals (Sweden)

    Heri Mudra

    2017-09-01

    Full Text Available This study aimed to describe the effectiveness of Experiential Learning (EL model in improving prospective EFL teachers’ (PETs teaching competence. The method of this study was Classroom Action Research (CAR consisting of planning, observing, acting, and reflecting phases. There were two cycles needed in implementing EL to the twenty one EFL learners as the participants. The results revealed that each subcompetence in cycle I and cycle II was achieved in the following score: planning & preparation for learning (Mean in cycle I=2,8; Mean in cycle II=3,38, classroom management (Mean in cycle I=2,5; Mean in cycle II=2,95, delivery of instruction (Mean in cycle I=2,6; Mean in cycle II=2,90, and monitoring, assessment, and follow-up (Mean in cycle I=2,4; Mean in cycle II=2,95. It can be concluded that EL is effective in improving PETs’ teaching competence.

  13. Back to the future with hands-on science: students' perceptions of learning anatomy and physiology.

    Science.gov (United States)

    Johnston, Amy Nicole Burne; McAllister, Margaret

    2008-09-01

    This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.

  14. Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

    Science.gov (United States)

    Piercy, Niall

    2013-01-01

    The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

  15. Implementation of a Modular Hands-on Learning Pedagogy: Student Attitudes in a Fluid Mechanics and Heat Transfer Course

    Science.gov (United States)

    Burgher, J. K.; Finkel, D.; Adesope, O. O.; Van Wie, B. J.

    2015-01-01

    This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat…

  16. Mobile Mixed Reality for Experiential Learning and Simulation in Medical and Health Sciences Education

    Directory of Open Access Journals (Sweden)

    James Birt

    2018-01-01

    Full Text Available New accessible learning methods delivered through mobile mixed reality are becoming possible in education, shifting pedagogy from the use of two dimensional images and videos to facilitating learning via interactive mobile environments. This is especially important in medical and health education, where the required knowledge acquisition is typically much more experiential, self-directed, and hands-on than in many other disciplines. Presented are insights obtained from the implementation and testing of two mobile mixed reality interventions across two Australian higher education classrooms in medicine and health sciences, concentrating on student perceptions of mobile mixed reality for learning physiology and anatomy in a face-to-face medical and health science classroom and skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal in a distance paramedic science classroom. This is unique because most studies focus on a single discipline, focusing on either skills or the learner experience and a single delivery modality rather than linking cross-discipline knowledge acquisition and the development of a student’s tangible skills across multimodal classrooms. Outcomes are presented from post-intervention student interviews and discipline academic observation, which highlight improvements in learner motivation and skills, but also demonstrated pedagogical challenges to overcome with mobile mixed reality learning.

  17. EFEKTIVITAS OPEN-ENDED EXPERIENTIAL LEARNING CASES DALAM PENINGKATAN PERTIMBANGAN PROFESIONAL

    Directory of Open Access Journals (Sweden)

    Andian Ari Istiningrum

    2015-04-01

    Full Text Available Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas implementasi model pembelajaran Open-Ended Experiential Learning Cases dalam usaha peningkatan kemampuan mahasiswa untuk memberikan pertimbangan profesional. Penelitian ini merupakan penelitian pre-experimental design dengan jenis one-group pretes-postes design. Popolasi penelitian adalah mahasiswa jurusan Akuntansi yang mengambil mata kuliah Akuntansi Keuangan Menengah 1 sebanyak 75 orang, sedangkan sampel yang digunakan adalah 44 orang. Teknik pengambilan sampel dilakukan dengan convenience sampling. Data dikumpulkan dengan tes uraian dan dianalisis dengan uji beda t test untuk sampel berhubungan. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan kemampuan mahasiswa dalam memberikan pertimbangan profesional sebelum dan sesudah model pembelajaran open-ended experiential learning cases diimplementasikan yang menunjukkan terjadinya peningkatan pertimbangan profesional setelah mahasiswa mengikuti pembelajaran dengan model pembelajaran openended experiential learning cases. Kata Kunci: open-ended experiential learning cases, pertimbangan profesional THE EFFECTIVENESS OF OPEN-ENDED EXPERIENTIAL LEARNING CASES TO IMPROVE PROFESSIONAL JUDGMENT Abstract: This study was aimed to reveal the effectiveness of the implementation of the open-ended experiential learning cases to improve students’ professional judgment. To achieve this purpose, the study was designed as the pre-experimental design with the one-group pretest-post-test design type. The population of the study was the Accounting Department Students at Yogyakarta State University taking the 1 st Intermediate Financial Accounting course. There were 75 students as the population and 44 students were chosen as the research sample. The sampling technique used was the convenience sampling. The data were collected by using the essay test and analyzed by t-test for paired samples. The findings showed that there was a

  18. The Managers’ Experiential Learning of Program Planning in Active Ageing Learning Centers

    Directory of Open Access Journals (Sweden)

    Chun-Ting Yeh

    2016-12-01

    Full Text Available Planning older adult learning programs is really a complex work. Program planners go through different learning stages and accumulate experiences to be able to undertake the task alone. This study aimed to explore the experiential learning process of older adult learning program planners who work in the Active Ageing Learning Centers (AALCs. Semi-structure interviews were conducted with seven program planners. The findings of this study were identified as follows. 1 Before being a program planner, the participants’ knowledge results from grasping and transforming experience gained from their family, their daily lives and past learning experiences; 2 after being a program planner, the participants’ experiential learning focused on leadership, training in the institute, professional development, as well as involvement in organizations for elderly people; and 3 the participants’ experiential learning outcomes in the older adult learning program planning include: their ability to reflect on the appropriateness and fulfillment of program planning, to apply theoretical knowledge and professional background in the field, and to make plans for future learning and business strategies.

  19. A Connected Space for Early Experiential Learning in Teacher Education

    Directory of Open Access Journals (Sweden)

    Yong Yu

    2016-11-01

    Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

  20. Ethical experiential learning in medical, nursing and allied health education: A narrative review.

    Science.gov (United States)

    Grace, Sandra; Innes, Ev; Patton, Narelle; Stockhausen, Lynette

    2017-04-01

    Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other. To identify effective strategies that enable ethical experiential learning for health students during practical classes. A narrative review of the literature. Pubmed, Cinahl and Scopus databases were searched because they include most of the health education journals where relevant articles would be published. A data extraction framework was developed to extract information from the included papers. Data were entered into a fillable form in Google Docs. Findings from identified studies were extracted to a series of tables (e.g. strategies for fostering ethical conduct; facilitators and barriers to peer-assisted learning). Themes were identified from these findings through a process of line by line coding and organisation of codes into descriptive themes using a constant comparative method. Finally understandings and hypotheses of relevance to our research question were generated from the descriptive themes. A total of 35 articles were retrieved that met the inclusion criteria. A total of 13 strategies for ethical experiential learning were identified and one evaluation was reported. The most frequently reported strategies were gaining written informed consent from students, providing information about the benefits of experiential learning and what to expect in practical classes, and facilitating discussions in class about potential issues. Contexts that facilitated participation in experiential learning included allowing students to choose their own groups, making participation voluntary, and providing adequate supervision, feedback and encouragement. A total of 13 strategies for ethical experiential learning were identified in the literature. A formal process for written consent was evaluated

  1. Global Connections for Lasting Impressions: Experiential Learning about TCP

    Science.gov (United States)

    Allison, Colin; Miller, Alan; Oliver, Iain; Sturgeon, Thomas

    “Tell me and I forget, Show me and I remember, Involve me and I understand”. This paper discusses the motivation for, and design of, a learning resource which allows students to explore the Transmission Control Protocol (TCP). TCP is responsible for transporting over 80% of the traffic on the Internet - all web and e-mail for example - and in addition is the primary means of achieving Internet congestion control. TCP is therefore core to modern life. It is a protocol under constant study with a view to evolution, and it is incumbent on all ICT curricula to provide education at appropriate levels about its dynamics, strengths and weaknesses. There are no shortages of good textbooks which provide information on TCP, but these are no substitute for experiential learning in order to provide a lasting understanding. The TCP Live learning resource allows students to explore the behavior of TCP on the global Internet, and see the wide variety of conditions that the protocol has to cope with, thereby extending their viewpoint outwith the limited scope of their own institutional firewalls.

  2. An Example of the Use of Research Methods and Findings as an Experiential Learning Exercise in an Accounting Theory Course

    Science.gov (United States)

    Bublitz, Bruce; Philipich, Kirk; Blatz, Robert

    2015-01-01

    The purpose of this teaching note is to describe an experiential learning exercise used in a master's level financial accounting theory course. The experiential exercise illustrates how order effects can affect user's judgments, a long-standing research finding. This experiential exercise was used in an attempt to make students more cognizant of…

  3. Bridging the Gap from Classroom-based Learning to Experiential Professional Learning: A Hong Kong Case

    OpenAIRE

    Bertha Du-Babcock

    2016-01-01

    This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowle...

  4. Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

    Science.gov (United States)

    Tiessen, Rebecca

    2018-01-01

    Work-integrated learning options--or experiential learning--(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future…

  5. A Methodology for the Assessment of Experiential Learning Lean: The Lean Experience Factory Study

    Science.gov (United States)

    De Zan, Giovanni; De Toni, Alberto Felice; Fornasier, Andrea; Battistella, Cinzia

    2015-01-01

    Purpose: The purpose of this paper is to present a methodology to assess the experiential learning processes of learning lean in an innovative learning environment: the lean model factories. Design/methodology/approach: A literature review on learning and lean management literatures was carried out to design the methodology. Then, a case study…

  6. Experiential learning in soil science: Use of an augmented reality sandbox

    Science.gov (United States)

    Vaughan, Karen; Vaughan, Robert; Seeley, Janel; Brevik, Eric

    2017-04-01

    It is known widely that greater learning occurs when students are active participants. Novel technologies allow instructors the opportunity to create interactive activities for undergraduate students to gain comprehension of complex landscape processes. We incorporated the use of an Augmented Reality (AR) Sandbox in the Introductory Soil Science course at the University of Wyoming to facilitate an experiential learning experience in pedology. The AR Sandbox was developed by researchers at the University of California, Davis as part of a project on informal science education in freshwater lakes and watershed science. It is a hands-on display that allows users to create topography models by shaping sand that is augmented in real-time by a colored elevation maps, topographic contour lines, and simulated water. It uses a 3-dimensional motion sensing camera that detects changes to the distance between the sand surface and the camera sensor. A short-throw projector then displays the elevation model and contour lines in real-time. Undergraduate students enrolled in the Introductory Soil Science course were tasked with creating a virtual landscape and then predicting where particular soils would form on the various landforms. All participants reported a greater comprehension of surface water flow, erosion, and soil formation as a result of this exercise. They provided suggestions for future activities using the AR Sandbox including its incorporation into lessons of watershed hydrology, land management, soil water, and soil genesis.

  7. STAR Library Education Network: a hands-on learning program for libraries and their communities

    Science.gov (United States)

    Dusenbery, P.

    2010-12-01

    Science and technology are widely recognized as major drivers of innovation and industry (e.g. Rising above the Gathering Storm, 2006). While the focus for education reform is on school improvement, there is considerable research that supports the role that out-of-school experiences can play in student achievement and public understanding of STEM disciplines. Libraries provide an untapped resource for engaging underserved youth and their families in fostering an appreciation and deeper understanding of science and technology topics. Designed spaces, like libraries, allow lifelong, life-wide, and life-deep learning to take place though the research basis for learning in libraries is not as developed as other informal settings like science centers. The Space Science Institute’s National Center for Interactive Learning (NCIL) in partnership with the American Library Association (ALA), the Lunar and Planetary Institute (LPI), and the National Girls Collaborative Project (NGCP) have received funding from NSF to develop a national education project called the STAR Library Education Network: a hands-on learning program for libraries and their communities (or STAR-Net for short). STAR stands for Science-Technology, Activities and Resources. The overarching goal of the project is to reach underserved youth and their families with informal STEM learning experiences. This project will deepen our knowledge of informal/lifelong learning that takes place in libraries and establish a learning model that can be compared to the more established free-choice learning model for science centers and museums. The project includes the development of two STEM hands-on exhibits on topics that are of interest to library staff and their patrons: Discover Earth and Discover Tech. In addition, the project will produce resources and inquiry-based activities that libraries can use to enrich the exhibit experience. Additional resources will be provided through partnerships with relevant

  8. Online Experiential Learning: Effective Applications for Geoscience Education

    Science.gov (United States)

    Matias, A.; Eriksson, S. C.

    2015-12-01

    Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

  9. Missing links between lean startup, design thinking, and experiential learning approaches in entrepreneurship education

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum; Christensen, Marie Ernst

    2016-01-01

    Questions we care about • How do different pedagogical teaching approaches in entrepreneurship education construct learning outcome when comparing the underlying pedagogical models? • Where can unidentified fields and correlations of pedagogical insights between the approaches of lean startup......, design thinking, and experiential learning be identified? • How can new concepts of learning models, taking lean startup, design thinking and experiential learning approaches into account, be developed in entrepreneurship education? Approach This 3e conference paper begins as a conceptual paper...... highlighting the theories and underlying learning models behind three pedagogical approaches within entrepreneurship education, namely lean startup, design thinking and experiential learning. The paper builds this knowledge framework in order to set the design for an empirical investigation of the proposed...

  10. Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning.

    Science.gov (United States)

    Williams, Charlene R; McLaughlin, Jacqueline E; Cox, Wendy C; Shepherd, Greene

    2016-09-25

    Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection.

  11. Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

    Science.gov (United States)

    McLaughlin, Jacqueline E.; Cox, Wendy C.; Shepherd, Greene

    2016-01-01

    Objective. To determine if student pharmacists’ preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection. PMID:27756927

  12. Experiential Learning as a Constraint-Led Process: An Ecological Dynamics Perspective

    Science.gov (United States)

    Brymer, Eric; Davids, Keith

    2014-01-01

    In this paper we present key ideas for an ecological dynamics approach to learning that reveal the importance of learner-environment interactions to frame outdoor experiential learning. We propose that ecological dynamics provides a useful framework for understanding the interacting constraints of the learning process and for designing learning…

  13. Game-Enhanced Simulation as an Approach to Experiential Learning in Business English

    Science.gov (United States)

    Punyalert, Sansanee

    2017-01-01

    This dissertation aims to integrate various learning approaches, i.e., multiple literacies, experiential learning, game-enhanced learning, and global simulation, into an extracurricular module, in which it remodels traditional ways of teaching input, specifically, the lexical- and grammatical-only approaches of business English at a private…

  14. Experiential learning: using virtual simulation in an online RN-to-BSN program.

    Science.gov (United States)

    Breen, Henny; Jones, Melissa

    2015-01-01

    This article highlights the innovative experiential learning used by an online RN-to-BSN program through the use of simulation that takes place in an online classroom. Three experiential learning activities using a virtual community are described. These learning activities engage the students in thinking about social justice and health policy, as well as teaching concepts that include community, leadership, influence, advocacy, networking, collaboration, and vulnerable populations. These concepts are critical to the learning needs of diploma and associate degree-prepared nurses who wish to continue their education to be better prepared to meet the complex needs of today's health care environment. Copyright 2015, SLACK Incorporated.

  15. Field-Based Experiential Learning Using Mobile Devices

    Science.gov (United States)

    Hilley, G. E.

    2015-12-01

    Technologies such as GPS and cellular triangulation allow location-specific content to be delivered by mobile devices, but no mechanism currently exists to associate content shared between locations in a way that guarantees the delivery of coherent and non-redundant information at every location. Thus, experiential learning via mobile devices must currently take place along a predefined path, as in the case of a self-guided tour. I developed a mobile-device-based system that allows a person to move through a space along a path of their choosing, while receiving information in a way that guarantees delivery of appropriate background and location-specific information without producing redundancy of content between locations. This is accomplished by coupling content to knowledge-concept tags that are noted as fulfilled when users take prescribed actions. Similarly, the presentation of the content is related to the fulfillment of these knowledge-concept tags through logic statements that control the presentation. Content delivery is triggered by mobile-device geolocation including GPS/cellular navigation, and sensing of low-power Bluetooth proximity beacons. Together, these features implement a process that guarantees a coherent, non-redundant educational experience throughout a space, regardless of a learner's chosen path. The app that runs on the mobile device works in tandem with a server-side database and file-serving system that can be configured through a web-based GUI, and so content creators can easily populate and configure content with the system. Once the database has been updated, the new content is immediately available to the mobile devices when they arrive at the location at which content is required. Such a system serves as a platform for the development of field-based geoscience educational experiences, in which students can organically learn about core concepts at particular locations while individually exploring a space.

  16. The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More than Field Trips

    Science.gov (United States)

    Gomez-Lanier, Lilia

    2017-01-01

    Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international…

  17. River-Based Experiential Learning: the Bear River Fellows Program

    Science.gov (United States)

    Rosenberg, D. E.; Shirley, B.; Roark, M. F.

    2012-12-01

    The Department of Civil and Environmental Engineering, Outdoor Recreation, and Parks and Recreation programs at Utah State University (USU) have partnered to offer a new, unique river-based experiential learning opportunity for undergraduates called the Bear River Fellows Program. The program allows incoming freshmen Fellows to experience a river first hand during a 5-day/4-night river trip on the nearby Bear River two weeks before the start of their first Fall semester. As part of the program, Fellows will navigate the Bear River in canoes, camp along the banks, interact with local water and environmental managers, collect channel cross section, stream flow, vegetation cover, and topological complexity data, meet other incoming freshmen, interact with faculty and graduate students, develop boating and leadership skills, problem solve, and participate as full members of the trip team. Subsequently, Fellows will get paid as undergraduate researchers during their Fall and Spring Freshman semesters to analyze, synthesize, and present the field data they collect. The program is a collaborative effort between two USU academic units and the (non-academic) division of Student Services and supports a larger National Science Foundation funded environmental modelling and management project for the lower Bear River, Utah watershed. We have advertised the program via Facebook and emails to incoming USU freshmen, received 35 applications (60% women), and accepted 5 Fellows into the program (3 female and 2 male). The river trip departs August 14, 2012. The poster will overview the Bear River Fellows Program and present qualitative and preliminary outcomes emerging from the trip and Fellows' work through the Fall semester with the field data they collect. We will also undertake more rigorous and longer longitudinal quantitative evaluation of Program outcomes (for example, in problem-solving and leadership) both in Spring 2013 and in subsequent 2013 and 2014 offerings of the

  18. Children Designing a Soft Toy. An LCE model as an application of the experiential learning during the holistic craft process

    Directory of Open Access Journals (Sweden)

    Marja-Leena Rönkkö

    2015-02-01

    Full Text Available In a holistic craft process, the same person designs a visual and technical appearance, produces the design with craft materials and technologies, make necessary changes to the design during its production and finally assesses the process and the finished product. Similarly, in the educational context, students should make craft products starting with the design process. These kinds of designing and hands-on activities nurture students’ creativity and problem-solving skills and offer them an opportunity to test their ideas and see them realised. Testing and further developing pedagogical approaches to holistic craft is important from the perspective of the renewal of the national core curriculum (2016 in Finland, which emphasises holistic approaches and the integration of different content areas. This study presents an experiential learning model of combining literature education, ethic-moral education and craft. Kolb’s model of experiential learning gives a solid and systematic theoretical base for this LCE model (one combining literature, craft and ethic-moral education. The teaching experiment is implemented as a craft process supported with children’s literature and activities based on a story. It seems that children can derive benefit from literature and activities during a craft making process. In addition, referencing literature enables the teacher to combine the craft process with multiple learning targets, fostering both ethical and content skills. We present the LCE model both in the light of an experiential learning model and the pragmatic implementations it gives rise to. According to our experiments, experiential learning can be meaningfully applied to the holistic craft process and craft education. Furthermore, the LCE model helps students to commit to holistic craft by nurturing a personal attachment. Normal 0 21 false false false FI X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso

  19. eLearning Hands-On: Blending Interactive eLearning with Practical Engineering Laboratory

    Science.gov (United States)

    Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel

    2016-01-01

    Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.…

  20. Robotic Mission to Mars: Hands-on, minds-on, web-based learning

    Science.gov (United States)

    Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

    2012-11-01

    Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages

  1. Evaluating Online CPD Using Educational Criteria Derived from the Experiential Learning Cycle.

    Science.gov (United States)

    Friedman, Andrew; Watts, David; Croston, Judith; Durkin, Catherine

    2002-01-01

    Develops a set of educational evaluation criteria for online continuing professional development (CPD) courses using Kolb's experiential learning cycle theory. Evaluates five courses provided by online CPD Web sites, concludes that these online courses neglect parts of the learning cycle, and suggests improvements. (Author/LRW)

  2. Kolb's Experiential Learning Theory: A Meta-Model for Career Exploration.

    Science.gov (United States)

    Atkinson, George, Jr.; Murrell, Patricia H.

    1988-01-01

    Kolb's experiential learning theory offers the career counselor a meta-model with which to structure career exploration exercises and ensure a thorough investigation of self and the world of work in a manner that provides the client with an optimal amount of learning and personal development. (Author)

  3. Revisiting the Pink Triangle Exercise: An Exploration of Experiential Learning in Graduate Social Work Education

    Science.gov (United States)

    Pugh, Greg L.

    2014-01-01

    The pink triangle exercise is an example of an experiential learning exercise that creates cognitive dissonance and deep learning of unrealized internalized biases among social work students. Students wear a button with a pink triangle on it for 1 day and write a reflection paper. The exercise increases self-awareness, cultural competence, and the…

  4. Leveraging the Power of Experiential Learning to Achieve Higher-Order Proficiencies

    Science.gov (United States)

    Henderson, Amy

    2018-01-01

    Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with…

  5. Experiential Learning of Electronics Subject Matter in Middle School Robotics Courses

    Science.gov (United States)

    Rihtaršic, David; Avsec, Stanislav; Kocijancic, Slavko

    2016-01-01

    The purpose of this paper is to investigate whether the experiential learning of electronics subject matter is effective in the middle school open learning of robotics. Electronics is often ignored in robotics courses. Since robotics courses are typically comprised of computer-related subjects, and mechanical and electrical engineering, these…

  6. From Periphery to Core: The Increasing Relevance of Experiential Learning in Undergraduate Business Education

    Science.gov (United States)

    Hodge, Laurin; Proudford, Karen L.; Holt, Harry, Jr.

    2014-01-01

    Business educators have been challenged to provide a learning experience that prepares graduates to successfully compete in a dynamic business environment. The insistence on building demonstrable competencies prior to entering the workforce has led to a shift in the academic community. Experiential learning has gone from the uncommon, exceptional…

  7. Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

    Science.gov (United States)

    Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy

    2016-01-01

    Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…

  8. Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education

    NARCIS (Netherlands)

    Reeves, Thomas; Reeves, Patricia; McKenney, Susan

    2014-01-01

    Reeves, T. C., Reeves, P. M., & McKenney, S. (2013). Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (eds.), Learning, problem solving, and mindtools: Essays in

  9. Wiki and Digital Video Use in Strategic Interaction-Based Experiential EFL Learning

    Science.gov (United States)

    Dehaan, Jonathan; Johnson, Neil H.; Yoshimura, Noriko; Kondo, Takako

    2012-01-01

    This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role…

  10. From Tech Skills to Life Skills: Google Online Marketing Challenge and Experiential Learning

    Science.gov (United States)

    Croes, Jo-Anne V.; Visser, Melina M.

    2015-01-01

    The Google Online Marketing Challenge (GOMC) is a global, online student competition sponsored by Google. It is a prime example of an experiential learning activity that includes using real money ($250 sponsored by Google) with a real client. The GOMC has yielded compelling results in student engagement and learning objectives related to the…

  11. Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

    Science.gov (United States)

    Sato, Aiko; de Haan, Jonathan

    2016-01-01

    The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration,…

  12. Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

    Directory of Open Access Journals (Sweden)

    Erin A. Phillips

    2017-01-01

    Full Text Available Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42 improving significantly at posttest (M = 58. Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.

  13. Comparing three experiential learning methods and their effect on medical students' attitudes to learning communication skills.

    Science.gov (United States)

    Koponen, Jonna; Pyörälä, Eeva; Isotalus, Pekka

    2012-01-01

    Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes. We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods. Second-year medical students (n = 129) were randomly assigned to three groups. In group A (n = 42) the theatre in education method, in group B (n = 44) simulated patients and in group C (n = 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale. Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course. The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.

  14. Pelatihan Ketepatan Empati dengan Menggunakan Model Experiential Learning untuk Siswa SMK Jurusan Keperawatan

    Directory of Open Access Journals (Sweden)

    Nila Zaimatus Septiana

    2016-04-01

    Full Text Available Empathic accuracy is a person's ability to properly understand the thoughts, feelings and intentions or desires of others. High empathic accuracy allows a person to succeed in various fields. Improving empathic accuracy can be done by providing a range of experiences. One of them is experiential learning. The study aims to test the effectiveness of empathy training accuracy by using experiential models for vocational students, Department of Nursing. The methods used in this study were within the group or individual design and research design used was equivalent time series. Wilcoxon signed rank test was used to analyze the data. The results showed that empathic accuracy training using experiential learning models effectively improvesempathic accuracy of vocational students of Department of Nursing.

  15. Ambulatory Morning Report: A Case-Based Method of Teaching EBM Through Experiential Learning.

    Science.gov (United States)

    Luciano, Gina L; Visintainer, Paul F; Kleppel, Reva; Rothberg, Michael B

    2016-02-01

    Evidence-based medicine (EBM) skills are important to daily practice, but residents generally feel unskilled incorporating EBM into practice. The Kolb experiential learning theory, as applied to curricular planning, offers a unique methodology to help learners build an EBM skill set based on clinical experiences. We sought to blend the learner-centered, case-based merits of the morning report with an experientially based EBM curriculum. We describe and evaluate a patient-centered ambulatory morning report combining the User's Guides to the Medical Literature approach to EBM and experiential learning theory in the internal medicine department at Baystate Medical Center. The Kolb experiential learning theory postulates that experience transforms knowledge; within that premise we designed a curriculum to build EBM skills incorporating residents' patient encounters. By developing structured clinical questions based on recent clinical problems, residents activate prior knowledge. Residents acquire new knowledge through selection and evaluation of an article that addresses the structured clinical questions. Residents then apply and use new knowledge in future patient encounters. To assess the curriculum, we designed an 18-question EBM test, which addressed applied knowledge and EBM skills based on the User's Guides approach. Of the 66 residents who could participate in the curriculum, 61 (92%) completed the test. There was a modest improvement in EBM knowledge, primarily during the first year of training. Our experiential curriculum teaches EBM skills essential to clinical practice. The curriculum differs from traditional EBM curricula in that ours blends experiential learning with an EBM skill set; learners use new knowledge in real time.

  16. Getting Their Hands Dirty: Qualitative Study on Hands-on Learning for Architectural Students in Design-build Course

    Directory of Open Access Journals (Sweden)

    Zunaibi B. Abdullah

    2011-06-01

    Full Text Available This qualitative study provides an in-depth perspective of hands-on learning through the observation and analysis of architectural students' views in a design-build program at the University of Nebraska-Lincoln during the fall semester of 2008. Qualitative data was gathered from 14 participants involved in the construction of a low energy double-storey house in the city of Lincoln, Nebraska. The study inventoried the requisite characteristics of a design-build course. Participants' views and activities were studied to ascribe the qualitative benefits of hands-on learning. In addition, students' motivation towards hands-on activities were evaluated in reference to student confidence and independence levels towards their future career as architects, designers or other design-build professionals. The findings showed the design-build course could offer a specific knowledge that link between theoretical subjects and the practical expect of building contractions.

  17. A Study on Using Hands-On Science Inquiries to Promote the Geology Learning of Preservice Teachers

    Science.gov (United States)

    Lai, Ching-San

    2015-01-01

    This study aims to investigate the geology learning performance of preservice teachers. A total of 31 sophomores (including 11 preservice teachers) from an educational university in Taiwan participated in this study. The course arrangements include class teaching and hands-on science inquiry activities. The study searches both quantitative and…

  18. Erotic Education: Elaborating a Feminist and Faith-Based Pedagogy for Experiential Learning in Religious Studies

    Science.gov (United States)

    Carbine, Rosemary P.

    2010-01-01

    This essay explores intersections among Jesuit, Quaker, and feminist theologies and pedagogies of social justice education in order to propose and elaborate an innovative theoretical and theological framework for experiential learning in religious studies that prioritizes relationality, called erotic education. This essay then applies the…

  19. Experiential Learning in Occupational Therapy: Can It Enhance Readiness for Clinical Practice?

    Science.gov (United States)

    Knecht-Sabres, Lisa Jean

    2013-01-01

    This mixed method study examined the effectiveness of experiential learning opportunities near the end of the occupational therapy students' didactic education. A pretest/posttest design with a gain score approach was used to determine whether there was a significant improvement in the occupational therapy students' self-perception of their…

  20. Experiential Learning of Robotics Fundamentals Based on a Case Study of Robot-Assisted Stereotactic Neurosurgery

    Science.gov (United States)

    Faria, Carlos; Vale, Carolina; Machado, Toni; Erlhagen, Wolfram; Rito, Manuel; Monteiro, Sérgio; Bicho, Estela

    2016-01-01

    Robotics has been playing an important role in modern surgery, especially in procedures that require extreme precision, such as neurosurgery. This paper addresses the challenge of teaching robotics to undergraduate engineering students, through an experiential learning project of robotics fundamentals based on a case study of robot-assisted…

  1. Engaging Experiential Service Learning through a Co-Curricular Club: The Chase Charlie Races

    Science.gov (United States)

    Judge, Lawrence W.; Pierce, David; Petersen, Jeffrey; Bellar, David; Wanless, Elizabeth; Gilreath, Erin; Simon, Laura

    2011-01-01

    The efficacy of the "Chase Charlie Races" (an experiential learning activity) was demonstrated via program assessment. This was achieved via post-event evaluations of race participants and student club members, and with fitness assessments of 76 elementary students who participated in an eight-week training program. Paired sample t-tests revealed…

  2. UPAYA MENINGKATKAN EMPATI DALAM BERINTERAKSI SOSIAL MELALUI DINAMIKA KELOMPOK PENDEKATAN EXPERIENTIAL LEARNING

    Directory of Open Access Journals (Sweden)

    Septi Wulandari

    2012-12-01

    Full Text Available This study was conducted based on the phenomenon that is in junior high school of state 9 Semarang which shows that the students who have empathy in social interactions is low. The purpose of this study to determine the efforts and success in increasing empathy in the social interaction of students through experiential learning approach to group dynamics. This research is action research guidance and counseling. Subjects were 10 students who had low empathy in social interaction. Data collection methods used were psychological scales and observation. Wilcoxon test results obtained thitung 55.0 > 8.0 TTable or imply Ha accepted and Ho rejected. These results demonstrate empathy in students' social interaction can be improved after getting the group dynamic experiential learning approach. Empathy in the social interaction of students before gaining experiential learning group dynamics approach to the low category 51.19%. After obtaining the dynamics of group experiential learning approach with 81.96% higher category. After the I cyclus increased empathy in social interactions by 14.93% from the initial conditions. After the II cyclus of empathy in social interactions increased by 15.84% of cyclus I. In addition, students progressing better behavior seen from the increasing indicators sensitive to others, trust, understanding, awareness of others, openness, social contacts, and social communication.

  3. Upaya Meningkatkan Empati Dalam Berinteraksi Sosial Melalui Dinamika Kelompok Pendekatan Experiential Learning

    Directory of Open Access Journals (Sweden)

    Septi Wulandari

    2012-12-01

    Full Text Available This study was conducted based on the phenomenon that is in junior high school of state 9 Semarang which shows that the students who have empathy in social interactions is low. The purpose of this study to determine the efforts and success in increasing empathy in the social interaction of students through experiential learning approach to group dynamics. This research is action research guidance and counseling. Subjects were 10 students who had low empathy in social interaction. Data collection methods used were psychological scales and observation. Wilcoxon test results obtained thitung 55.0 > 8.0 TTable or imply Ha accepted and Ho rejected. These results demonstrate empathy in students' social interaction can be improved after getting the group dynamic experiential learning approach. Empathy in the social interaction of students before gaining experiential learning group dynamics approach to the low category 51.19%. After obtaining the dynamics of group experiential learning approach with 81.96% higher category. After the I cyclus increased empathy in social interactions by 14.93% from the initial conditions. After the II cyclus of empathy in social interactions increased by 15.84% of cyclus I. In addition, students progressing better behavior seen from the increasing indicators sensitive to others, trust, understanding, awareness of others, openness, social contacts, and social communication.

  4. Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?

    Science.gov (United States)

    Munoz, Laura; Miller, Richard; Poole, Sonja Martin

    2016-01-01

    Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…

  5. Wearing a Rainbow Bumper Sticker: Experiential Learning on Homophobia, Heteronormativity, and Heterosexual Privilege

    Science.gov (United States)

    Nunn, Lisa M.; Bolt, Sophia C.

    2015-01-01

    College campuses are known to be heteronormative environments that often foster heterosexism and homophobia. There is a broad call for lesbian, gay, bisexual, transgender, and queer (LGBTQ) awareness-building curricula as one avenue for positive change in campus climates. This study interrogates the effects of an experiential learning activity…

  6. Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education.

    Science.gov (United States)

    Healey, Mick; Jenkins, Alan

    2000-01-01

    Describes David Kolb's experiential learning theory focusing on the main features of his theory. Applies Kolb's theory to the teaching of geography addressing ideas such as teaching how theories of gender explain aspects of suburbia, teaching a field course, and encouraging staff to rethink their teaching style. Include references. (CMK)

  7. Experiential Learning in Youth Work in the UK: A Return to Dewey

    Science.gov (United States)

    Ord, Jon

    2009-01-01

    Experiential learning has explicitly, since the publication of the Kolb "treatise" been a cornerstone of youth work practice in the UK. It is the contention of this paper that there is a significant misinterpretation of Kolb's theory by those who have applied his theory to youth work. Not least that experience is framed as:…

  8. Opportunity Evaluation through Experiential Learning (OETEL): An Analysis of Perceived Desirability, Perceived Feasibility, and Entrepreneurial Intention

    OpenAIRE

    Krisakorn Sukavejworakit; Triyuth Promsiri; Thanaphol Virasa

    2018-01-01

    The entrepreneurial intention is recognized as the best predictor of entrepreneurship activity. This study aims to extend the understanding of entrepreneurial intention within the context of entrepreneurship education. The role of opportunity evaluation on entrepreneurial intention was explored with the application of Experiential Learning Theory. The conceptual framework was developed based on the integrated entrepreneurial intention model, where perceived desirability and perceived feasibil...

  9. Expert Voices in Learning Improvisation: Shaping Regulation Processes through Experiential Influence

    Science.gov (United States)

    de Bruin, Leon R.

    2017-01-01

    Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interplay facilitates personal, co-constructed and…

  10. An Analysis of Theories Related to Experiential Learning for Practical Ethics in Science and Technology

    Science.gov (United States)

    Parahakaran, Suma

    2017-01-01

    Learners in higher education are self -driven to attain goals and objectives of what is required by the Universities for career prospects in the fields of Sciences and Technology. This paper analyses theories of experiential learning which will contribute to implementation of Ethical behaviors in science and technology towards citizenship…

  11. Game-Based Experiential Learning in Online Management Information Systems Classes Using Intel's IT Manager 3

    Science.gov (United States)

    Bliemel, Michael; Ali-Hassan, Hossam

    2014-01-01

    For several years, we used Intel's flash-based game "IT Manager 3: Unseen Forces" as an experiential learning tool, where students had to act as a manager making real-time prioritization decisions about repairing computer problems, training and upgrading systems with better technologies as well as managing increasing numbers of technical…

  12. A Project Management Approach to Applying Best Practices to Online CS/MIS Experiential Learning Projects

    Science.gov (United States)

    Schwieger, Dana; Surendran, Ken

    2015-01-01

    The value of experiential learning projects (which are usually major assessments in courses) in education has been touted since the early 1900s (Dewey, 1938). These projects have the potential to deepen students' understanding of course topics by allowing them to put concepts into practice and watch the results develop. However, experiential…

  13. Teaching Ethics When Working with Geocoded Data: A Novel Experiential Learning Approach

    Science.gov (United States)

    van den Bemt, Vera; Doornbos, Julia; Meijering, Louise; Plegt, Marion; Theunissen, Nicky

    2018-01-01

    Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixed-methods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim…

  14. An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

    Science.gov (United States)

    Chapman, Joseph; Schetzsle, Stacey; Wahlers, Russell

    2016-01-01

    This article presents an innovative, experiential-learning project that incorporates students from two different courses: sales management and professional selling. Sales management students actually manage sales students on an outside sales project. Students apply classroom knowledge to a real-life sales project for a local community…

  15. What Killed This Bank? Financial Autopsy as an Experiential Learning Tool

    Science.gov (United States)

    Hays, Fred H.; DeLurgio, Stephen A.

    2010-01-01

    Finance students today live in the midst of an enormous financial crisis. Institutions both large and small are failing or being rescued through government intervention. This environment presents a host of learning opportunities for instructors as well as students. This paper discusses financial autopsies as a form of experiential learning…

  16. Lessons from an Experiential Learning Process: The Case of Cowpea Farmer Field Schools in Ghana

    Science.gov (United States)

    Nederlof, E. Suzanne; Odonkor, Ezekiehl N.

    2006-01-01

    The Farmer Field School (FFS) is a form of adult education using experiential learning methods, aimed at building farmers' decision-making capacity and expertise. The National Research Institute in West Africa conducted FFS in cowpea cultivation and we use this experience to analyse the implementation of the FFS approach. How does it work in…

  17. Improving Operations Management Concept Recollection via the Zarco Experiential Learning Activity

    Science.gov (United States)

    Polito, Tony; Kros, John; Watson, Kevin

    2004-01-01

    In this study, the authors investigated the effect of Zarco, an operations management "mock factory" experiential learning activity, on student recollection of operations management concepts. Using a number of single-factor and multiple-factor analyses of variance, the authors compared the recollection of students treated with the Zarco activity…

  18. An Exploratory Case Study of Hospitality Students' Perceptions of Experiential Learning

    Science.gov (United States)

    Askren, Joe

    2017-01-01

    The purpose of this study was to explore how students described the curriculum in the Introduction to Food Production class and how they perceived the curriculum prepared them for their future in the hospitality industry. The exploratory questions that guided the study were how do students describe the experiential learning curriculum in the…

  19. Experiential and Cooperative Learning: Using a Situation Analysis Project in Principles of Marketing

    Science.gov (United States)

    Munoz, Caroline; Huser, Ann

    2008-01-01

    In this article, the authors propose a semester-long experiential-learning project for introductory marketing students. The project requires an analysis of a product category, competition, and consumer base to support a new product proposal. The purpose is to (a) put into practice the concepts and definitions taught in an introductory marketing…

  20. Fostering Experiential Learning and Service through Client Projects in Graduate Business Courses Offered Online

    Science.gov (United States)

    Hagan, Linda M.

    2012-01-01

    Undergraduate marketing and public relations capstone courses utilize client projects to allow students to apply their knowledge and encourage collaboration. Yet, at the graduate level, especially with courses offered in an online modality, experiential service learning in the form of client project assignments presents unique challenges. However,…

  1. The Campus-Wide Presentation: An Experiential Approach to Increasing Student Learning, Growth and Marketability

    Science.gov (United States)

    Redcross, Natalie Ryder

    2015-01-01

    The purpose of this article is to describe and encourage an approach to a public relations course that can be applied to any discipline. Grounded in the experiential learning theory, students prepare for 16 weeks to present an issue-based campaign to a targeted, live audience at an oncampus venue. Using the course textbook and required readings as…

  2. Cultivating Urban Naturalists: Teaching Experiential, Place-Based Learning through Nature Journaling in Central Park

    Science.gov (United States)

    Warkentin, Traci

    2011-01-01

    Preservice educators engaged in experiential, place-based learning through a semester-long assignment in which they observed a specific place in Central Park in Manhattan, New York, and kept a nature journal. The assignment was organized around two pivotal elements: direct, sensory experience and time in place. Both elements added vital dimensions…

  3. A Case Study in Experiential Learning: Pharmaceutical Cold Chain Management on Wheels

    Science.gov (United States)

    Vesper, James; Kartoglu, Umit; Bishara, Rafik; Reeves, Thomas

    2010-01-01

    Introduction: People who handle and regulate temperature-sensitive pharmaceutical products require the knowledge and skills to ensure those products maintain quality, integrity, safety, and efficacy throughout their shelf life. People best acquire such knowledge and skills through "experiential learning" that involves working with other…

  4. A Primer on the Financial Management of Experiential Learning Assessment Programs.

    Science.gov (United States)

    MacTaggart, Terrence

    1983-01-01

    The success and failure of experiential learning assessment programs rests not only on their academic quality, but also on their financial management. Types of cost and the meaning of cost-effectiveness are discussed. Break-even analysis, cost-reduction activities, and revenue-enhancement techniques are described. (Author/MLW)

  5. Experiential learning online - experiences from designing and running a nordic course in agroecology

    DEFF Research Database (Denmark)

    Sriskandarajah, Nadarajah; Christensen, Dorthe; Lieblein, Geir

    2005-01-01

    The paper reports experiences from designing and running the Nordic online course "Ecology of Farming and Food Systems". The aim was two-fold: 1) to design an online course which uses an explicit experiential learning approach and 2) to design a structure for online faculty collaboration across...

  6. "Crash": Using a Popular Film as an Experiential Learning Activity in a Multicultural Counseling Course

    Science.gov (United States)

    Villalba, Jose A.; Redmond, Rachelle E.

    2008-01-01

    "Crash" (P. Haggis, 2004) depicts the intersection of race, ethnicity, religion, and social class in a culturally and politically charged environment. The result is a film that places the viewer in situations that are void of simple right and wrong solutions. The authors describe an experiential learning activity that is based on using "Crash" to…

  7. The Continuum of Learner Disengagement: Ethnographic Insights into Experiential Learning in Marketing Education

    Science.gov (United States)

    Hunter-Jones, Philippa

    2012-01-01

    This article explores the changing worldview of a new generation of learners and the threat that this poses to the future of experiential learning (EL). Initially the differing characteristics of three generations of learners, X, Y, and Z, are outlined, along with key educational reforms they have been subject to, particularly in the United…

  8. Teaching Qualitative Research: Experiential Learning in Group-Based Interviews and Coding Assignments

    Science.gov (United States)

    DeLyser, Dydia; Potter, Amy E.

    2013-01-01

    This article describes experiential-learning approaches to conveying the work and rewards involved in qualitative research. Seminar students interviewed one another, transcribed or took notes on those interviews, shared those materials to create a set of empirical materials for coding, developed coding schemes, and coded the materials using those…

  9. Adaptation to Altitude as a Vehicle for Experiential Learning of Physiology by University Undergraduates

    Science.gov (United States)

    Weigle, David S.; Buben, Amelia; Burke, Caitlin C.; Carroll, Nels D.; Cook, Brett M.; Davis, Benjamin S.; Dubowitz, Gerald; Fisher, Rian E.; Freeman, Timothy C.; Gibbons, Stephen M.; Hansen, Hale A.; Heys, Kimberly A.; Hopkins, Brittany; Jordan, Brittany L.; McElwain, Katherine L.; Powell, Frank L.; Reinhart, Katherine E.; Robbins, Charles D.; Summers, Cameron C.; Walker, Jennifer D.; Weber, Steven S.; Weinheimer, Caroline J.

    2007-01-01

    In this article, an experiential learning activity is described in which 19 university undergraduates made experimental observations on each other to explore physiological adaptations to high altitude. Following 2 wk of didactic sessions and baseline data collection at sea level, the group ascended to a research station at 12,500-ft elevation.…

  10. The Effects of an Experiential Approach to Learning on Student Motivation

    Science.gov (United States)

    Baker, Marshall A.; Robinson, J. Shane

    2017-01-01

    Student motivation is often an overlooked product of classroom instruction. Researchers have repeatedly called for broader measures to adequately assess and understand the effects of various instructional methods. This study sought to determine the effects of an experiential approach to learning on student motivation, as defined by Keller's (1987)…

  11. Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

    Science.gov (United States)

    Clyde, Carol

    2010-01-01

    The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential…

  12. Human Resource Development to Facilitate Experiential Learning: The Case of Yahoo Japan

    Science.gov (United States)

    Matsuo, Makoto

    2015-01-01

    Although work experiences are recognized as important mechanisms for developing leaders in organizations, existing research has focused primarily on work assignments rather than on human resource development (HRD) systems that promote experiential learning of managers. The primary goal of this study was to develop an HRD model for facilitating…

  13. The Effect of an Experiential Learning Program on Middle School Students' Motivation toward Mathematics and Science

    Science.gov (United States)

    Weinberg, Andrea E.; Basile, Carole G.; Albright, Leonard

    2011-01-01

    A mixed methods design was used to evaluate the effects of four experiential learning programs on the interest and motivation of middle school students toward mathematics and science. The Expectancy-Value model provided a theoretical framework for the exploration of 336 middle school student participants. Initially, participants were generally…

  14. Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

    Science.gov (United States)

    Bailey, Sarah F.; Barber, Larissa K.; Nelson, Videl L.

    2017-01-01

    This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States (n = 149 responded). Overall, the majority of institutions…

  15. Integrating Marketing and Environmental Studies through an Interdisciplinary, Experiential, Service-Learning Approach

    Science.gov (United States)

    Wiese, Nila M.; Sherman, Daniel J.

    2011-01-01

    This article describes and evaluates an interdisciplinary, experiential service-learning project that combined environmental studies and marketing courses at a liberal arts college over a 2-year period. The inherent tensions between these two disciplines regarding issues of environmental protection and conservation make this project's contribution…

  16. Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

    Science.gov (United States)

    Sorey, N.; Phillips, C. D.

    2017-12-01

    This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

  17. Cognitive Achievement and Motivation in Hands-on and Teacher-Centred Science Classes: Does an additional hands-on consolidation phase (concept mapping) optimise cognitive learning at work stations?

    Science.gov (United States)

    Gerstner, Sabine; Bogner, Franz X.

    2010-05-01

    Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands-on approach as well as the concept mapping adaptation were totally new. Our hands-on approach followed instruction based on "learning at work stations". A total of 397 high-achieving fifth graders participated in our study. We used a pre-test, post-test, retention test design both to detect students' short-term learning success and long-term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher-centred approach provided higher short-term learning success, hands-on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short-term increase in knowledge. Regularly placed in instruction, it might increase long-term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes.

  18. Sculpting with people – An experiential learning technique

    DEFF Research Database (Denmark)

    Andersen, Helle Elisabeth; Larsen, Kirsten Vendelbo

    2015-01-01

    At Department of Nursing, University College Lillebaelt in Denmark we use an experiential technique called sculpting in our simulation program. Sculpting is a kind of non-verbal role play in which participants are given a certain character and create a 'sculpture' by arranging family members......, social circles and professionals in ways which reflect the quality of the relationships of the people involved. The aim of this study is to further describe the sculpting exercise and present a small scale evaluation study using a qualitative descriptive design. An evaluation sheet was formulated...... by the authors and filled out by 114 Danish third-year nursing students. The results show that sculpting is experienced as emotionally demanding, but in a good way. It is experienced as an eye-opener that helps to identify the possible complex and emotional dynamics in a family experiencing critical illness...

  19. Experiential Learning Approach for Training Pre-Service Teachers in Environmental Science Using Mobile Apps

    Science.gov (United States)

    Senan, D. C.; Nair, U. S.

    2016-12-01

    In the context of complex environmental problems, it is desirable to enhance public awareness of environmental issues. In response to this challenge, environmental education is an integral part of curriculum at all levels of education, including teacher education. However, it is often criticized for being reductionist and empirical and thus not optimal for training next generation of students who are expected to formulate solutions to complex, interdisciplinary environmental issues. Experiential learning is better suited for such training. It create a connection between the learner and the content by involving the students in reflection on their experiences. It is very appropriate in teacher education where students carry their own unique experiences into the learning environment. This study will report on the use of mobile application, based on the Open Data Kit (ODK), along with the Google Earth Engine (GEE) to implement experiential learning approach for teacher education in Kerala, India. The specific topic considered is land use and land cover change due to human activity. The approach will involve students using Android mobile application to collect a sample of geo-locations for different land cover types. This data will be used to classify satellite imagery and understand how their neighborhoods have changed over the years. The present study will also report on evaluation of effectiveness of the developed Mobile Application as a tool for experiential learning of Environmental Education. The study uses an experimental method with mixed methods-one group Pretest-Posttest design. The sample for the study consists of 300 Pre-service teachers of Kerala, India. The data collected is analyzed using paired t tests. Qualitative feedback about the Mobile Application through focus group interviews is also collected. Implementation of the experiential learning algorithm and analysis of data collected for evaluation of the learning approach will also be presented.

  20. Bridging the Gap from Classroom-based Learning to Experiential Professional Learning: A Hong Kong Case

    Directory of Open Access Journals (Sweden)

    Bertha Du-Babcock

    2016-12-01

    Full Text Available This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowledge-skills through a multi-leveled approach integrating classroom learning with professional practice. A debriefing mechanism was also built in enabling students to share their learning and professional challenges, and theory application to problem-solving scenarios. A 360 degree multiple evaluation procedure were used to measure the project effectiveness, including the use of industry consultants, student interns, hosts, and academic supervisors.   The project has proved to promote closer ties with the business community and enhance students' professional competencies to increase future success in the competitive job market. The impact of the internship program is significant in two aspects.  From the perspective of student learning, the internship allows students to understand how they can improve business efficiency by applying communications theories.  From the teaching perspective, the successful and unsuccessful intern experiences can be drawn upon in developing class-room teaching. These lessons can focus on preparing students to solve real-world business communication problems.

  1. Experiential Learning Model on Entrepreneurship Subject to Improve Students’ Soft Skills

    Directory of Open Access Journals (Sweden)

    Lina Rifda Naufalin

    2016-06-01

    Full Text Available This research aims to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in the year of 2015/2016.  Findings show that the experiential learning model could improve students’ soft skills. The research showed that there is increased at the dimension of confidence by 52.1%, result-oriented by 22.9%, being courageous to take risks by 10.4%, leadership by 12.5%, originality by 10.4%, and future-oriented by 18.8%. It could be concluded that the experiential learning model is effective model to improve students’ soft skills on entrepreneurship subject. Dimension of confidence has the highest rise. Students’ soft skills are shaped through the continuous stimulus when they get involved at the implementation.

  2. Inclusive design in architectural practice: Experiential learning of disability in architectural education.

    Science.gov (United States)

    Mulligan, Kerry; Calder, Allyson; Mulligan, Hilda

    2018-04-01

    The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Experiential environmental learning: A case study of innovative pedagogy in Baja Sur, Mexico

    Science.gov (United States)

    Schneller, Andrew Jon

    This mixed methods case study describes an innovative two-semester middle school environmental learning course that departs from traditional Mexican expository pedagogy through the incorporation of experiential and service learning. This research takes place in a small middle school in Pescadero, Baja California Sur, Mexico. The research approach utilized in the study adds to the handful of studies in this cross-disciplinary field by employing quantitative methodologies to measure course outcomes on student environmental knowledge, perceptions, and actions, while simultaneously qualitatively describing the behavioral, educational, environmental, and social experiences of students. This research employs Dewey's theories of experience---as well as those of more contemporary authenticity theorists---in order to identify the philosophies that advocate incorporating experiential pedagogy within the curriculum. Implications for Mexican educational policy, practical pedagogical applications, and theory are discussed.

  4. Integration of strategy experiential learning in e-module of electronic records management

    Directory of Open Access Journals (Sweden)

    S. Sutirman

    2018-01-01

    Full Text Available This study aims to determine the effectiveness of e-module of electronic records management integrated with experiential learning strategies to improve student achievement in the domain of cognitive, psychomotor, and affective. This study is a research and development. Model research and development used is Web-Based Instructional Design (WBID developed by Davidson-Shivers and Rasmussen. The steps of research and development carried out by analysis, evaluation planning, concurrent design, implementation, and a summative evaluation. The approach used in this study consisted of qualitative and quantitative approaches. Collecting data used the Delphi technique, observation, documentation studies and tests. Research data analysis used qualitative analysis and quantitative analysis. Testing the effectiveness of the product used a quasi-experimental research design pretest-posttest non-equivalent control group. The results showed that the e-module of electronic records management integrated with experiential learning strategies can improve student achievement in the domain of cognitive, psychomotor, and affective.

  5. Growing Experiential Learning for the Future: REAL School Gardens

    Science.gov (United States)

    McCarty, Jeanne; Ford, Vanessa; Ludes, Joe

    2018-01-01

    Sometimes taking innovative approach to learning means changing the venue. Traditional schooling takes place within walls, but an outdoor environment offers significant benefit in terms of learning through experience.

  6. The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students

    Directory of Open Access Journals (Sweden)

    Donna M. Kridelbaugh

    2015-11-01

    Full Text Available Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges. I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1 understand that everyone can be a scientist; 2 learn to be creative and innovative in designing solutions to health and science challenges; and 3 further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.

  7. Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

    Science.gov (United States)

    Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

    2016-01-01

    The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

  8. Using Experiential Learning to Increase the Recognition of Everyday Sexism as Harmful: The WAGES Intervention

    OpenAIRE

    Cundiff, JL; Zawadzki, MJ; Danube, CL; Shields, SA

    2014-01-01

    © 2014 The Society for the Psychological Study of Social Issues. The harms of subtle sexism tend to be minimized despite negative cumulative effects, thus people may be less motivated to address subtle sexism. We tested the effectiveness of an experiential learning intervention, WAGES-Academic (Workshop Activity for Gender Equity Simulation-Academic), to educate about the harms of subtle sexism in the academic workplace. Across two studies, WAGES increased the recognition of everyday sexism a...

  9. Experiential learning model on entrepreneurship subject for improving students’ soft skills

    Directory of Open Access Journals (Sweden)

    Lina Rifda Naufalin

    2017-01-01

    Full Text Available The objective of the research was to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in 2015/2016.  The result of the research showed that the experiential learning model could improve students’ soft skills. The research showed that there were increases at the dimension of confidence, (52.1%, result-oriented (22.9%, being courageous to take risks (10.4%, leadership (12.5%, originality (10.4%, and future-oriented (18.8%. It could be concluded that the experiential learning model was effective to improve students’ soft skills on entrepreneurship subject. It also showed that the dimension of confidence had the highest rise. Students’ soft skills were shaped through the continuous stimulus when they got involved at the implementation.Penelitian ini bertujuan untuk meningkatkan soft skills mahasiswa dalam mata kuliah kewirausahaan dengan menggunakan model experietial learning. Diharapkan dengan model pembelajaran ini terjadi peningkatan soft skills mahasiswa yang ditandai dengan peningkatan rasa percaya diri, berorientasi tugas dan hasil, berani mengambil resiko, kepemimpinan, keorisinilan, dan berorientasi masa depan. Penelitian ini menggunakan metode penelitian tindakan kelas dengan menggunakan model desain menurut Kemmis dan Mc Tagart. Penelitian ini dilakukan dalam dua siklus, yaitu siklus I dan siklus II. Penelitian ini dilaksanakan di kelas pendidikan ekonomi angkatan 2015/2016. Hasil penelitian ini menunjukkan bahwa penggunaan model experiential learning dapat meningkatkan soft skills

  10. Keefektifan Experiential Learning Berbantuan Origami Terhadap Kemampuan Keruangan Siswa Kelas VIII

    Directory of Open Access Journals (Sweden)

    Isnaeni Umi Machromah

    2014-11-01

    Full Text Available AbstrakPenelitian eksperimen ini bertujuan untuk mengetahui keefektifan pembelajaran Experiential Learning berbantuan origami terhadap kemampuan keruangan siswa dengan kualifikasi keefektifan yang telah ditentukan. Populasi yaitu siswa kelas VIII SMP Negeri 3 Colomadu tahun pelajaran 2012/2013. Sampel diambil secara simple random sampling. Hasil penelitian ini yaitu: (1 Uji proporsi ketuntasan belajar menunjukkan siswa kelompok eksperimen telah mencapai ketuntasan belajar; (2 Uji perbedaan dua rata-rata menghasilkan simpulan bahwa rata-rata hasil post-test kemam-puan keruangan siswa kelompok eksperimen lebih dari kelompok kontrol; (3 Analisis re-gresi menunjukkan bahwa motivasi belajar siswa memberikan pengaruh positif sebesar 49,3% terhadap kemampuan keruangan siswa; (4 Uji gain ternormalisasi menunjukkan terdapat peningkatan kemampuan keruangan siswa secara signifikan pada kategaori sedang untuk kelompok eksperimen dan kategori rendah untuk kelompok kontrol. Simpulan yang diperoleh yaitu Experiential Learning berbantuan origami efektif terhadap kemampuan keruangan siswa kelas VIII. AbstractThis experiment research aims to determine the effectiveness of Experiential Learning with Origami to the students’s spatial abilities by the criteria of effectiveness. The population of this research is students of grade VIII of SMP Negeri 3 Colomadu 2012/2013 academic year. Independent variables used in this research are learning by Experiential Learning with origami and student’s motivation. While the dependent variable is the student’s spatial abilities. This research is using documentation, spatial abilities’s test, dan motivation’s scale for collecting data method. Result of this research are: (1 proportion test show that the experiment group has reached mastering of learning clasically and personally; (2 result of spatial ablities’s post test in experiment group better than control group; (3 result of regretion shows that student

  11. Gamification and the Quality of Informal Post-Experiential Learning

    Directory of Open Access Journals (Sweden)

    Viktoria Lambert

    2017-09-01

    Full Text Available As corporate learning moves out of the classroom into the hands of learners, the responsibilities of those who provide guidance in this process are changing. The overall prevalence of learning tools creates a need for competent learning leaders who make decisions about the development of the workforce. With special focus on the least used gamified learning tool, the aim of the study was to investigate the enablement of gamified learning tools determined by certain attributes of this research. A questionnaire survey had been conducted on a selected sample of 100 high-level learning leaders from 28 countries to examine if there are significant correlations between the usage of gamified learning tools and corporate learning leaders’ minds, their competences and the organizational culture profiles of companies. Results had been analysed with the SPSS statistical software package and indicated that relationships between these variables cannot be categorically proven, so no predictions can be made about the future of gamified learning based on these attributes. It is the highest time to conduct an extensive research to examine relationships between the quality of informal learning and learning tools in the ICT domain.

  12. Operation Valuation: Teaching Pricing Concepts in an Experiential Environment

    Science.gov (United States)

    Mills, Adam J.; Treen, Emily

    2016-01-01

    Although marketing education has seen a dramatic shift toward hands-on, experiential learning in recent years, the teaching of pricing has fallen behind complementary elements of the marketing mix in pedagogical execution. Although the teaching of pricing has shifted focus from economic-based models to value-based pricing in theory, available…

  13. Experiential learning and values education at a school youth camp: Maintaining Jewish culture and heritage

    Science.gov (United States)

    Gross, Zehavit; Rutland, Suzanne D.

    2017-02-01

    In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers' aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to "transmit" knowledge through "evocation", with the students involved in active learning; while others focus more on students' "acquisition" of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth.

  14. Vicarious learning during simulations: is it more effective than hands-on training?

    Science.gov (United States)

    Stegmann, Karsten; Pilz, Florian; Siebeck, Matthias; Fischer, Frank

    2012-10-01

    Doctor-patient communication skills are often fostered by using simulations with standardised patients (SPs). The efficiency of such experiences is greater if student observers learn at least as much from the simulation as do students who actually interact with the patient. This study aimed to investigate whether the type of simulation-based learning (learning by doing versus vicarious learning) and the order in which these activities are carried out (learning by doing → vicarious learning versus vicarious learninglearning by doing) have any effect on the acquisition of knowledge on effective doctor-patient communication strategies. In addition, we wished to examine the extent to which an observation script and a feedback formulation script affect knowledge acquisition in this domain. The sample consisted of 200 undergraduate medical students (126 female, 74 male). They participated in two separate simulation sessions, each of which was 30 minutes long and was followed by a collaborative peer feedback phase. Half of the students first performed (learning by doing) and then observed (vicarious learning) the simulation, and the other half participated in the reverse order. Knowledge of doctor-patient communication was measured before, between and after the simulations. Vicarious learning led to greater knowledge of doctor-patient communication scores than learning by doing. The order in which vicarious learning was experienced had no influence. The inclusion of an observation script also enabled significantly greater learning in students to whom this script was given compared with students who were not supported in this way, but the presence of a feedback script had no effect. Students appear to learn at least as much, if not more, about doctor-patient communication by observing their peers interact with SPs as they do from interacting with SPs themselves. Instructional support for observing simulations in the form of observation scripts facilitates both

  15. Developing Decision-Making Skill: Experiential Learning in Computer Games

    OpenAIRE

    Kurt A. April; Katja M. J. Goebel; Eddie Blass; Jonathan Foster-Pedley

    2012-01-01

    This paper explores the value that computer and video games bring to learning and leadership and explores how games work as learning environments and the impact they have on personal development. The study looks at decisiveness, decision-making ability and styles, and on how this leadership-related skill is learnt through different paradigms. The paper compares the learning from a lecture to the learning from a designed computer game, both of which have the same content through the use of a s...

  16. A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning.

    Science.gov (United States)

    Singh, Anita

    2017-07-01

    Demand of biomedical engineers continues to rise to meet the needs of healthcare industry. Current training of bioengineers follows the traditional and dominant model of theory-focused curricula. However, the unmet needs of the healthcare industry warrant newer skill sets in these engineers. Translational training strategies such as solving real world problems through active, adaptive, and experiential learning hold promise. In this paper, we report our findings of adding a real-world 4-week problem-based learning unit into a biomechanics capstone course for engineering students. Surveys assessed student perceptions of the activity and learning experience. While students, across three cohorts, felt challenged to solve a real-world problem identified during the simulation lab visit, they felt more confident in utilizing knowledge learned in the biomechanics course and self-directed research. Instructor evaluations indicated that the active and experiential learning approach fostered their technical knowledge and life-long learning skills while exposing them to the components of adaptive learning and innovation.

  17. Building Virtual Teams: Experiential Learning Using Emerging Technologies

    Science.gov (United States)

    Hu, Haihong

    2015-01-01

    Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…

  18. The making of a nurse manager: the role of experiential learning in leadership development.

    Science.gov (United States)

    Cathcart, Eloise Balasco; Greenspan, Miriam; Quin, Matthew

    2010-05-01

    To articulate the experientially acquired knowledge, skill and ethics embedded in nurse manager practice and describe the ways in which they were developed. The role of the nurse manager is usually described in lists of competencies, talents and traits which fail to capture the experience-based judgment and practical knowledge in this pivotal organizational role. Using Benner's methodology of practice articulation, 32 nurse managers wrote and interpreted first person narratives of their practice. The experience level of the group ranged from new nurse managers to those with more than 10 years' role tenure. The seminars were facilitated by a seasoned nurse executive and nurse manager with expertise in narrative interpretation. Interpretation of the paradigm case of one nurse manager suggests that complex leadership challenges can be a source of significant experiential learning for the individual and for the group. CONCLUSIONS; Articulating and reflecting on experiential learning elucidates the skilled knowledge and judgment embedded in nurse manager practice which cannot be accessed in any other way. Articulating the practical knowledge which is necessary for effective nurse manager practice can hasten the development of role incumbents.

  19. FROM ACTION LEARNING TOTHETEACHING ORGANIZATION: An Experiential Approach

    Directory of Open Access Journals (Sweden)

    Teddy Pawitra

    2003-05-01

    Full Text Available This paper expounds action learning for effective change leadership development using the learning-teaching helix as a paradigm for individual’s introspection. Which consists of five phases—Awareness phase (as certain your strengths and weaknesses. Alignment phase (identify your core competence. Action phase (synthesize your work, business and management skills, Adoption phase (becoming a leader and Assurance phase (excel as an educator cum coach. In addition, to succeed, the individual has to plan, strategize, prioritize and integrate. As a holistic manager the individual needs to think, feel and do to evolve from continuous action learning to the cycle of teaching for continuous innovation in organizational performance capabilities.

  20. The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education

    Science.gov (United States)

    Clark, Robert W.; Threeton, Mark D.; Ewing, John C.

    2010-01-01

    Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

  1. Short Report Experiential learning outside the comfort zone

    African Journals Online (AJOL)

    2013-11-02

    Nov 2, 2013 ... Taking medical students to downtown Durban. N Prose,1 MD; P Diab,2 ... [1] The authors hypothesise that education about attitude (learning to recognise one's .... of the Medical School. They also wish to thank Soweto Style.

  2. Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists

    Directory of Open Access Journals (Sweden)

    Steven Fiester

    2010-04-01

    Full Text Available Frequent reports of laboratory- (and hospital- acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.

  3. Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills.

    Science.gov (United States)

    DebBurman, Shubhik K

    2002-01-01

    Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses.

  4. Mixing Business Communication and Business Statistics with Experiential Learning: Student and Instructor Reflections on Work-Related Undergraduate Business Research Projects

    Science.gov (United States)

    Roach-Duncan, Joy

    2010-01-01

    In recent times experiential learning attempted to assist student development in almost every field. More specifically regarding business studies, instructors have used experiential learning projects in a variety of ways, depending upon the business function. The described learning project progression holds the potential to be useful to…

  5. Improving Students' Interpersonal Skills through Experiential Small Group Learning

    Science.gov (United States)

    Skinner, Kay Lesley; Hyde, Sarah J.; McPherson, Kerstin B. A.; Simpson, Maree D.

    2016-01-01

    Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, traditional approaches to teaching these skills have…

  6. Student Guide for Documenting Experiential Learning: Travel Agency Operation.

    Science.gov (United States)

    Coastline Community Coll., Fountain Valley, CA.

    Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of four courses within the Travel Agency Operation program: Domestic Air Transportation; International…

  7. Experiential Learning of Digital Communication Using LabVIEW

    Science.gov (United States)

    Zhan, Wei; Porter, Jay R.; Morgan, Joseph A.

    2014-01-01

    This paper discusses the design and implementation of laboratories and course projects using LabVIEW in an instrumentation course. The pedagogical challenge is to enhance students' learning of digital communication using LabVIEW. LabVIEW was extensively used in the laboratory sessions, which better prepared students for the course projects. Two…

  8. Disruptive Silence: Deepening Experiential Learning in the Absence of Technology

    Science.gov (United States)

    Smith, Carol A.; Parks, Rodney; Parrish, Jesse; Swirski, Ryan

    2018-01-01

    Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people's lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology…

  9. The Role of Multicultural Information in Experiential Learning

    Science.gov (United States)

    Shen, Lan

    2011-01-01

    This paper is based on the author's empirical experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. After summarizing the significance, goals, learning objectives, and program models of cultural…

  10. Experiential Learning about the Elderly: The Geriatric Medication Game.

    Science.gov (United States)

    Oliver, Carol H.; And Others

    1995-01-01

    An active learning simulation game designed to increase pharmacy students' awareness of the physical, psychological, and financial difficulties of the ambulatory elderly in handling their medication is described. Questionnaires before and after the game, including a semantic differential tool, indicate that the program is successful in increasing…

  11. Student Guide for Documenting Experiential Learning: Sales and Marketing Management.

    Science.gov (United States)

    Coastline Community Coll., Fountain Valley, CA.

    Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of six courses in the Sales and Marketing Management program: Principles of Accounting, Salesmanship,…

  12. Student Guide for Documenting Experiential Learning: Business Management and Marketing.

    Science.gov (United States)

    Coastline Community Coll., Fountain Valley, CA.

    Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of seven courses within the Business Management and Marketing program: Principles of Accounting,…

  13. Teaching Principles of Management through Experiential and Service Learning

    Science.gov (United States)

    Furutan, Omid

    2014-01-01

    Management faculties often use cases, simulations, and research projects to achieve learning objectives in the Principles of Management class. This class typically aims to introduce students to the topics of "planning, organizing, coordinating, staffing, directing, budgeting, controlling, and evaluating functions of management; leadership…

  14. Law and Justice CTE Program Offers a Hands-On Approach to Learning

    Science.gov (United States)

    Klein, Jennifer

    2013-01-01

    Tom Washburn, founder of the Law and Justice Program in Fulton County Schools in Atlanta, Georgia, sees career and technical education (CTE) as a framework for gains in reading comprehension, public speaking, math and science. "It's a holistic approach to learning, framed by law and justice. Behind the scenes we're reading novels, improving…

  15. More "Hands-On" Particle Physics: Learning with ATLAS at CERN

    Science.gov (United States)

    Long, Lynne

    2011-01-01

    This article introduces teachers and students to a new portal of resources called Learning with ATLAS at CERN (http://learningwithatlas-portal.eu/), which has been developed by a European consortium of academic researchers and schools' liaison and outreach providers from countries across Europe. It includes the use of some of the mind-boggling…

  16. Wireless Sensor Networks--A Hands-On Modular Experiments Platform for Enhanced Pedagogical Learning

    Science.gov (United States)

    Taslidere, E.; Cohen, F. S.; Reisman, F. K.

    2011-01-01

    This paper presents the use of wireless sensor networks (WSNs) in educational research as a platform for enhanced pedagogical learning. The aim here with the use of a WSN platform was to go beyond the implementation stage to the real-life application stage, i.e., linking the implementation to real-life applications, where abstract theory and…

  17. Does ERP Hands-On Experience Help Students Learning Business Process Concepts?

    Science.gov (United States)

    Rienzo, Thomas; Han, Bernard

    2011-01-01

    Over the past decade, more and more business schools are attempting to teach business processes (BPs) by using enterprise resource planning (ERP) software in their curricula. Currently, most studies involving ERP software in the academy have concentrated on learning and teaching via self-assessment surveys or curriculum integration. This research…

  18. "Who Dunnit?": Learning Chemistry and Critical Thinking through Hands-On Forensic Science.

    Science.gov (United States)

    Demetry, Chrysanthe; Nicoletti, Denise; Mix, Kimberlee; O'Connor, Kerri; Martin, Andrea

    2002-01-01

    Demonstrates how forensic science can be used as a framework for generating student interest and learning in chemistry and promoting critical thinking. The "Who Dunnit?" forensic science workshop was developed by undergraduate students and is one element of a two-week residential summer outreach program that seeks to develop interest in…

  19. Peer Assisted Experiential Learning (PAEL) in extending fieldwork practice in the Earth Sciences

    Science.gov (United States)

    Anderson, M. W.; FitzPatrick, M.; Truscott, J.

    2012-04-01

    Traditional approaches to developing students practical (applied) skills (most especially, but not exclusively, fieldwork) make significant demands on resources, particularly staff time. Extending opportunities for experiential learning through independent (student centred) work is acknowledged, therefore, as being vital to the successful spiralling of Kolb's experiential learning cycle. This project outlines e-learning support as a means of assisting student peer groups in extending the experiential learning cycle for fieldwork. We have developed mobile support for independent fieldwork in a small, accessible and safe area north of Kingsand village, Cornwall, UK. The area is ideal for reinforcing skills in recording basic geological observations and in formulating a simple geological history based on these observations. Independent fieldwork can be undertaken throughout the academic year by small student groups (which can comprise mixed year groups). equipped with PDA's and integrated GPS units. Students are prepared for fieldwork through a dedicated website, linked to support materials in the University's unique Labplus facility. PDA's, running MSCAPE, provide automatic prompts to locations where key observations can be made and detail the nature of the activities that should be carried out at each location. The e-guide takes students from 1st principles of observation and measurement, through recording methodology and eventually links to packages for analysis and interpretation (again using support provided through Labplus). There is no limit to the number of times any particular student can carry out the fieldwork, provided they are organised into groups of three or more. The work is not assessed but links into several components of the field skills training that are formally assessed, including independent geological mapping.

  20. Transitional clerkship: an experiential course based on workplace learning theory.

    Science.gov (United States)

    Chittenden, Eva H; Henry, Duncan; Saxena, Varun; Loeser, Helen; O'Sullivan, Patricia S

    2009-07-01

    Starting clerkships is anxiety provoking for medical students. To ease the transition from preclerkship to clerkship curricula, schools offer classroom-based courses which may not be the best model for preparing learners. Drawing from workplace learning theory, the authors developed a seven-day transitional clerkship (TC) in 2007 at the University of California, San Francisco School of Medicine in which students spent half of the course in the hospital, learning routines and logistics of the wards along with their roles and responsibilities as members of ward teams. Twice, they admitted and followed a patient into the next day as part of a shadow team that had no patient-care responsibilities. Dedicated preceptors gave feedback on oral presentations and patient write-ups. Satisfaction with the TC was higher than with the previous year's classroom-based course. TC students felt clearer about their roles and more confident in their abilities as third-year students compared with previous students. TC students continued to rate the transitional course highly after their first clinical rotation. Preceptors were enthusiastic about the course and expressed willingness to commit to future TC preceptorships. The transitional course models an approach to translating workplace learning theory into practice and demonstrates improved satisfaction, better understanding of roles, and increased confidence among new third-year students.

  1. Learning from Primary Health Care Centers in Nepal: reflective writings on experiential learning of third year Nepalese medical students

    OpenAIRE

    Dhital, Rolina; Subedi, Madhusudan; Prasai, Neeti; Shrestha, Karun; Malla, Milan; Upadhyay, Shambhu

    2015-01-01

    Background Medical education can play important role in cultivating the willingness among the medical students to work in underprivileged areas after their graduation. Experiential learning through early exposure to primary health care centers could help students better understand the opportunities and challenges of such settings. However, the information on the real experiences and reflections of medical students on the rural primary health care settings from low-income countries like Nepal ...

  2. Experiential learning in high energy physics: a survey of students at the LHC

    Science.gov (United States)

    Camporesi, Tiziano; Catalano, Gelsomina; Florio, Massimo; Giffoni, Francesco

    2017-03-01

    More than 36 000 students and post-docs will be involved until 2025 in research at the Large Hadron Collider (LHC) mainly through international collaborations. To what extent they value the skills acquired? Do students expect that their learning experience will have an impact on their professional future? By drawing from earlier literature on experiential learning, we have designed a survey of current and former students at LHC. To quantitatively measure the students’ perceptions, we compare the salary expectations of current students with the assessment of those now employed in different jobs. Survey data are analysed by ordered logistic regression models, which allow multivariate statistical analyses with limited dependent variables. Results suggest that experiential learning at LHC positively correlates with both current and former students’ salary expectations. Those already employed clearly confirm the expectations of current students. At least two not mutually exclusive explanations underlie the results. First, the training at LHC is perceived to provide students valuable skills, which in turn affect the salary expectations; secondly, the LHC research experience per se may act as signal in the labour market. Respondents put a price tag on their learning experience, a ‘LHC salary premium’ ranging from 5% to 12% compared with what they would have expected for their career without such an experience at CERN.

  3. Hands-On Calculus

    Science.gov (United States)

    Sutherland, Melissa

    2006-01-01

    In this paper we discuss manipulatives and hands-on investigations for Calculus involving volume, arc length, and surface area to motivate and develop formulae which can then be verified using techniques of integration. Pre-service teachers in calculus courses using these activities experience a classroom in which active learning is encouraged and…

  4. Hands On Earth Science.

    Science.gov (United States)

    Weisgarber, Sherry L.; Van Doren, Lisa; Hackathorn, Merrianne; Hannibal, Joseph T.; Hansgen, Richard

    This publication is a collection of 13 hands-on activities that focus on earth science-related activities and involve students in learning about growing crystals, tectonics, fossils, rock and minerals, modeling Ohio geology, geologic time, determining true north, and constructing scale-models of the Earth-moon system. Each activity contains…

  5. Learning ion-solid interactions hands-on: An activity based, inquiry oriented, graduate course

    International Nuclear Information System (INIS)

    Braunstein, Gabriel

    2005-01-01

    Experimental work, using state of the art instrumentation, is integrated with lectures in a 'real life', learning by discovery approach, in the Ion-Solid Interactions graduate/undergraduate course offered by the Department of Physics of University of Central Florida. The lecture component of the course covers the underlying physical principles, and related scientific and technological applications, associated with the interaction of energetic ions with matter. In the experimental section the students form small groups and perform a variety of projects, experimental and computational, as part of a participative, inquiry oriented, learning process. In the most recent offering of the class, the students deposited a compound semiconductor thin film by dual-gun sputtering deposition, where each group aimed at a different stoichiometry of the same compound (Zn 1-x S x O y ). Then they analyzed the composition using Rutherford backscattering spectrometry, measured electrical transport properties using Hall effect and conductivity measurements, and determined the band gap using spectrophotometry. Finally the groups shared their results and each wrote a 'journal-like' technical article describing the entire work. In a different assignment, each group also developed a Monte Carlo computer program ('TRIM-like') to simulate the penetration of ions into a solid, in ion implantation, calculating the stopping cross-sections with approximate models, taught in class, which can be analytically solved. The combination of classroom/laboratory activities is very well received by the students. They gain real life experience operating state of the art equipment, and working in teams, while performing research-like projects, and simultaneously they learn the theoretical foundations of the discipline

  6. A Critical Perspective on Learning Outcomes and the Effectiveness of Experiential Approaches in Entrepreneurship Education: Do we Innovate or Implement?

    Science.gov (United States)

    Scott, Jonathan M; Penaluna, Andy; Thompson, John L

    2016-01-01

    Purpose: The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student…

  7. Implementation of Real-World Experiential Learning in a Food Science Course Using a Food Industry-Integrated Approach

    Science.gov (United States)

    Hollis, Francine H.; Eren, Fulya

    2016-01-01

    Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and…

  8. A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education

    Science.gov (United States)

    Smith, Kasee L.; Rayfield, John

    2017-01-01

    Understanding methods for effectively instructing STEM education concepts is essential in the current climate of education (Freeman, Marginson, & Tyler 2014). Kolb's experiential learning theory (ELT) outlines four specific modes of learning, based on preferences for grasping and transforming information. This quasi-experimental study was…

  9. Star Power: An Experiential Learning Exercise to Foster Ecological Perspectives on Power, Privilege, and Oppression

    Science.gov (United States)

    Nnawulezi, Nkiru; Campbell, Christina; Landstra, Kalleigh; Davis, Se'ara; Vandegrift, Cortney; Taylor, Amanda

    2014-01-01

    The purpose of this article is to describe the utility of Star Power, as an experiential learning exercise applied in a community psychology undergraduate course. This exercise simulates systems of power, privilege, and oppression while fostering an ecological perspective that raises students’ awareness and knowledge about power differentials within society. The simulation of trading and lawmaking works best with 18 to 35 students and takes approximately 80 minutes to conduct. This paper highlights three representative student perspectives concerning their participation and experience with Star Power. Strategies for facilitating class discussion are also discussed. PMID:23480288

  10. A low-cost approach for rapidly creating demonstration models for hands-on learning

    Science.gov (United States)

    Kinzli, Kristoph-Dietrich; Kunberger, Tanya; O'Neill, Robert; Badir, Ashraf

    2018-01-01

    Demonstration models allow students to readily grasp theory and relate difficult concepts and equations to real life. However drawbacks of using these demonstration models are that they are can be costly to purchase from vendors or take a significant amount of time to build. These two limiting factors can pose a significant obstacle for adding demonstrations to the curriculum. This article presents an assignment to overcome these obstacles, which has resulted in 36 demonstration models being added to the curriculum. The article also presents the results of student performance on course objectives as a result of the developed models being used in the classroom. Overall, significant improvement in student learning outcomes, due to the addition of demonstration models, has been observed.

  11. Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

    Science.gov (United States)

    Johari, A. H.; Muslim

    2018-05-01

    Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

  12. An experiential learning model applied to nurses working with patients with Creutzfeldt-Jakob disease.

    Science.gov (United States)

    D'Amour, Rolande; Guimond, Pierrette

    2010-01-01

    Creutzfeldt-Jacob disease (C/D) is a rare neurological disease, transmissible, incurable and always fatal affecting humans, as well as animals. In the 1980s, the "mad cow disease" (MCD) epidemic in the United Kingdom popularized prion diseases worldwide. However, this contributed to the proliferation of disinformation, causing confusion between C/D and MCD in the public, as well as in some health care providers. The purpose of this article is to describe the process utilized to develop, implement, and evaluate a workshop on CJD for nurses and other health care providers. Kolb's experiential teaching/learning model was used as a framework for this workshop. A workbook was developed to complement the participants' learning. Fifteen health care providers from the Alzheimer Society of Canada's Dementia Network agreed to participate in this educational project. The results indicated that the participants had limited knowledge about C/D. They felt ill prepared and uncomfortable in providing quality care to this patient population. The workshop generated new insights and knowledge about the disease and the needs of the patients and their families. Participants exchanged ideas for tailored interventions. An experiential teaching/learning model is a highly effective approach to increase knowledge and skills, as well as fostering reflective practice.

  13. A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-on Activity on Learning Electric Circuits

    Science.gov (United States)

    Ekmekci, Adem; Gulacar, Ozcan

    2015-01-01

    Science education reform emphasizes innovative and constructivist views of science teaching and learning that promotes active learning environments, dynamic instructions, and authentic science experiments. Technology-based and hands-on instructional designs are among innovative science teaching and learning methods. Research shows that these two…

  14. Effect of Kolb's Experiential Learning Strategy on Enhancing Pedagogical Skills of Pre-Service Teachers of Secondary School Level

    Science.gov (United States)

    Reshmad'sa, Laveena; Vijayakumari, S. N.

    2017-01-01

    This study aimed at investigating the effect of Kolb's Experiential Learning Strategy on enhancing the pedagogical skills of pre-service teachers of secondary school level. Kolb's Experiential Learning is a method of acquiring knowledge, skills, and experiences by creating situation to gain first hand experiences. According to Kolb optimal…

  15. An Experiential Learning Approach to Teaching Social Entrepreneurship, Triple Bottom Line, and Sustainability: Modifying and Extending Practical Organizational Behavior Education (PROBE)

    Science.gov (United States)

    Gundlach, Michael J.; Zivnuska, Suzanne

    2010-01-01

    When teaching social entrepreneurship and sustainability, using an experiential learning approach can be more effective than a traditional lecture approach. Social and environmental entrepreneurs often have a deep passion for their work that is important for students to develop early in their careers. Experiential learning enables students to…

  16. Effects of lips and hands on auditory learning of second-language speech sounds.

    Science.gov (United States)

    Hirata, Yukari; Kelly, Spencer D

    2010-04-01

    Previous research has found that auditory training helps native English speakers to perceive phonemic vowel length contrasts in Japanese, but their performance did not reach native levels after training. Given that multimodal information, such as lip movement and hand gesture, influences many aspects of native language processing, the authors examined whether multimodal input helps to improve native English speakers' ability to perceive Japanese vowel length contrasts. Sixty native English speakers participated in 1 of 4 types of training: (a) audio-only; (b) audio-mouth; (c) audio-hands; and (d) audio-mouth-hands. Before and after training, participants were given phoneme perception tests that measured their ability to identify short and long vowels in Japanese (e.g., /kato/ vs. /kato/). Although all 4 groups improved from pre- to posttest (replicating previous research), the participants in the audio-mouth condition improved more than those in the audio-only condition, whereas the 2 conditions involving hand gestures did not. Seeing lip movements during training significantly helps learners to perceive difficult second-language phonemic contrasts, but seeing hand gestures does not. The authors discuss possible benefits and limitations of using multimodal information in second-language phoneme learning.

  17. Product training for the technical expert the art of developing and delivering hands-on learning

    CERN Document Server

    Bixby, Daniel W

    2018-01-01

    I was pleased to review Dan's new book - pleased because he addresses an old topic in a new way. He is making no assumptions for trainers who are not fully experienced and seasoned. He takes them step-by-step through practical and realistic methods to set up training graduates to actually be on-the-job performers. Enjoy, learn and be inspired. Jim Kirkpatrick, PhD Senior Consultant, Kirkpatrick Partners, USA Daniel Bixby's approach to Product Training for technical experts is practical, relevant and exactly what anyone who is required to train others on technical content really needs. He writes with candor and with a sense of ease, making the reader feel as though he is right there with you helping to develop your training competency. A must read for anyone on your team required to provide technical training to others! Jennifer Alfaro Chief Human Resources Officer, USA An expert guide to developing and delivering technical product training programs While there are many books on talent developmen...

  18. In Light of Visual Arts – A knowledge transfer partnership project as experiential learning

    Directory of Open Access Journals (Sweden)

    Ming-hoi Lai

    2013-10-01

    Full Text Available Knowledge transfer between universities and the commercial sector is becoming more prevalent, and different processes have been adopted to facilitate the transfer of knowledge. The ‘In Light of Visual Arts’ project aimed to facilitate knowledge exchange in relation to an innovative concept, the ‘eco-philosophy of light’, between the lighting industry and the arts and cultural sector through an Informal Learning approach. Young visual artists, light designers and lighting technicians were encouraged to explore and exchange experiences in the areas of visual communication, art appreciation and art archiving to create practical lighting solutions. This project offers a feasible framework for the enhancement of artistic training through knowledge sharing, for the benefit of the participants themselves and, in turn, academia, industry and the community. Keywords: informal learning, experiential learning, knowledge transfer, art education, interdisciplinary study

  19. Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

    Directory of Open Access Journals (Sweden)

    Aiko Sato

    2016-01-01

    Full Text Available The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration, observation, reflection, discussion and repeated experiences. We tested our model by teaching two modern board games to Japanese high school and university students. Questionnaires, gameplay data, self-ratings and discussions showed improved understanding and enjoyment, more strategic play and more interest in modern board games over the course of the instructional sequence. The model's repetition (the participants played each game three times was rated the most useful in terms of learning the games. Overall, the integrated model was largely successful in teaching strategy board games to new players, and we offer several recommendations for teachers, designers and researchers of board games.

  20. The influence of experiential learning on medical equipment adoption in general practices.

    Science.gov (United States)

    Bourke, Jane; Roper, Stephen

    2014-10-01

    The benefits of the availability and use of medical equipment for medical outcomes are understood by physicians and policymakers alike. However, there is limited understanding of the decision-making processes involved in adopting and using new technologies in health care organisations. Our study focuses on the adoption of medical equipment in Irish general practices which are marked by considerable autonomy in terms of commercial practice and the range of medical services they provide. We examine the adoption of six items of medical equipment taking into account commercial, informational and experiential stimuli. Our analysis is based on primary survey data collected from a sample of 601 general practices in Ireland on practice characteristics and medical equipment use. We use a multivariate Probit to identify commonalities in the determinants of the adoption. Many factors, such as GP and practice characteristics, influence medical equipment adoption. In addition, we find significant and consistent evidence of the influence of learning-by-using effects on the adoption of medical equipment in a general practice setting. Knowledge generated by experiential or applied learning can have commercial, organisational and health care provision benefits in small health care organisations. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  1. A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS

    Directory of Open Access Journals (Sweden)

    Stephen Temple

    2010-07-01

    Full Text Available This paper asks what beginning design learning experiences best support the remainder of design education. It is a conjecture of brain-based learning theory that a student’s direct, concrete primary experiences are responsible for the construction of fundamental structures of neural processing as “hard wired” pathways. These structures then form the ground of and set into play patterns of later more abstracted learning experiences. Pedagogy of basic design courses that seeks introduction of creative processes as a foundation for design education must recognize these experiential, biologically developmental relationships as basic to developmentally appropriate beginning design curriculum. This paper models a beginning design pedagogy on developmental relationships between concrete and abstract processes of learning as a basis for transformative creative thinking that enables student self-development that progresses up the curriculum. Aligning with developmental learning theories (Piaget and others, a basic tenant of this approach is that learning at the primary level of direct experience self initiates brain changes where students form their own structure of learning. Thus, initial learning experiences will be those that best enable decision-making consistent with the biological interactivity between body and mind, between, respectively, the concrete and the abstract. This is important because the designed environment in which we all live is grounded in the development of abstract content experientially based in concrete material physicality. Experiential learning theories (Kolb and others, following Piaget identify concrete and abstract learning as fundamental poles for acquiring and acting on knowledge: Concrete learning involves direct experiential engagement through heuristic discovery and reflection and abstract learning involves indirect representational cues in acts of conceptualization, synthesis, and experimentation. The

  2. Preparing teachers for the performance and evaluation of gaming-simulation in experiential learning climates.

    Science.gov (United States)

    Barber, P; Norman, I

    1989-02-01

    Gaming-simulation exercises have become an established teaching strategy for nursing education. This paper suggests that nurse educators must now attempt to evaluate their effect on learning. Problems of evaluation are discussed and alternative approaches critically considered. The dominant 'classical' approach is rejected in favour of 'illuminative' evaluation and the approach of 'new paradigm research'. Nurse teachers are encouraged to apply the principles of therapeutic community practice and 'gestalt awareness' to the learning environment to enhance gains from experiential approaches. Finally the need to prepare teachers is examined. It is suggested that personal and interpersonal sensitivity, plus the ability to meaningfully facilitate groupwork are necessary prerequisites for effective gaming-simulation and its qualitative evaluation.

  3. Educating dental students about diet-related behavior change: does experiential learning work?

    Science.gov (United States)

    Taylor, George W; Stumpos, Madelyn L; Kerschbaum, Wendy; Inglehart, Marita Rohr

    2014-01-01

    The objective of this study was to explore whether an experiential exercise in a nutrition class would a) increase dental students' motivation to change their own diet-related behavior, b) improve their understanding of theoretical concepts related to behavior change, and c) improve their attitudes towards educating their patients about diet-related behavior. Data were collected from 218 senior dental students in one dental school (2010: 106; 2011: 112) during their nutrition class. The students agreed at the beginning that it was important to change their own diet-related behavior. After one week, the majority agreed that they had changed how they felt and thought about the targeted behavior and what they actually did. After three weeks and at the end of the term, they rated the exercise as helpful for gaining a better understanding of health education theories. The majority indicated that the exercise had helped them understand the difficulty of diet-related behavior change and that it had increased their interest in helping patients change their diet-related behavior. In conclusion, this study suggests that experiential learning about diet-related behavior change is likely to affect students' own behavior positively and to result in increased understanding of behavior change theories and positive behavioral intentions concerning future health education efforts with patients.

  4. The Effect of Implementing the Experiential Learning Model in Listening Comprehension for the Eleventh Graders at SMAN 1 Telaga Biru

    Science.gov (United States)

    Tahir, Ismail

    2017-01-01

    This study is aimed to investigate the effectiveness of the experiential learning in listening comprehension with the focus on the implementation of the class story using language experience at SMAN 1 Telaga Biru. As the pre-experimental research, this study involved one class consisted of 27 students in the eleventh graders. However, most of the…

  5. The Internationalization of Experiential Learning for Deaf and Hard of Hearing College Students: A Case Study of Accessibility and Globalization

    Science.gov (United States)

    Peisner, Elizabeth Suzanne

    2011-01-01

    Utilizing a qualitative case study, this dissertation analyzed how one university provided accessibility to international experiential learning opportunities for a primarily disabled student population. The Council for the Advancement of Standards (CAS, 2006) in Higher Education consists of a self-assessment guide adapted as a framework to analyze…

  6. Pop-Up Retailing: The Design, Implementation, and Five-Year Evolution of an Experiential Learning Project

    Science.gov (United States)

    Burgess, Brigitte

    2012-01-01

    Educators continually seek innovative methods by which to engage students. Kolb's experiential learning theory was a catalyst for designing and incorporating a pop-up retail consignment store into a junior level retail promotion course. After five years of use and refinement, the project has proven to be a powerful method to engage students in the…

  7. Developing Research Skills for Undergraduate Business Students: Experiential Learning on Introduction to Personnel Administration and Industrial Relations Course

    Science.gov (United States)

    Figueroa, Carmen I.; González, Cándida

    2014-01-01

    This paper reports on research into developing research skills in human resources management of apprentices through experiential learning. The target groups were undergraduate business students registered in the Introduction to Personnel and Industrial Relations course. The research identified the appreciation level of importance and satisfaction…

  8. Short Term International Study for Teachers as a Form of Experiential Learning: A Case Study of American Educators in Turkey

    Science.gov (United States)

    Berk, Zulfikar

    2017-01-01

    This dissertation is a case study of the experiences and perspectives of nine US teachers who participated in a short-term international study tour to Turkey, from the theoretical perspectives of global education and experiential learning. It examines how that experience shaped the teachers' understandings of global dynamics, cultural differences…

  9. Bringing the Digital World to Students: Partnering with the University Communications Office to Provide Social Media Experiential Learning Projects

    Science.gov (United States)

    Childers, Courtney C.; Levenshus, Abbey B.

    2016-01-01

    The Accrediting Council on Education in Journalism and Mass Communications recognizes the importance of a curriculum that prepares students "to apply current tools and technologies appropriate for the communications professions in which they work, and to understand the digital world" (ACEJMC, n.d.). Infusing experiential learning into…

  10. Yoga Asanas as an Effective Form of Experiential Learning When Teaching Musculoskeletal Anatomy of the Lower Limb

    Science.gov (United States)

    Bentley, Danielle C.; Pang, Stephen C.

    2012-01-01

    Physical movement as a conduit for experiential learning within the academic context of anatomy is a strategy currently used in university dance education. This same approach can be applied to other movement-based practices, for example, yoga. The primary purpose of this study was to pilot a novel teaching curriculum to yoga practitioners, based…

  11. Effectiveness of Taste Lessons with and without additional experiential learning activities on children's willingness to taste vegetables

    NARCIS (Netherlands)

    Battjes-Fries, Marieke C.E.; Haveman-Nies, Annemien; Zeinstra, Gertrude G.; Dongen, van Ellen J.I.; Meester, Hante J.; Top, van den Rinelle; Veer, van 't Pieter; Graaf, de Kees

    2017-01-01

    This study assessed the effectiveness of the Dutch school programme Taste Lessons with and without additional experiential learning activities on children's willingness to taste unfamiliar vegetables. Thirty-three primary schools (877 children in grades 6-7 with a mean age of 10.3 years)

  12. Building a Better Workforce: A Case Study in Management Simulations and Experiential Learning in the Construction Industry

    Science.gov (United States)

    Douglas-Lenders, Rachel Claire; Holland, Peter Jeffrey; Allen, Belinda

    2017-01-01

    Purpose: The purpose of this paper is to examine the impact of experiential simulation-based learning of employee self-efficacy. Design/Methodology/Approach: The research approach is an exploratory case study of a group of trainees from the same organisation. Using a quasi-experiment, one group, pre-test-post-test design (Tharenou et al., 2007), a…

  13. Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students

    Science.gov (United States)

    Marshall, Matthew M.; Carrano, Andres L.; Dannels, Wendy A.

    2016-01-01

    Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and…

  14. The Effect of Implementing the Experiential Learning Model in Listening Comprehension for the Eleventh Graders at SMAN 1 Telaga Biru

    Directory of Open Access Journals (Sweden)

    Ismail Tahir

    2017-11-01

    Full Text Available This study is aimed to investigate the effectiveness of the experiential learning in listening comprehension with the focus on the implementation of the class story using language experience at SMAN 1 Telaga Biru. As the pre-experimental research, this study involved one class consisted of 27 students in the eleventh graders. However, most of the students of the eleventh graders in this school have some problems in their listening comprehension. This current research, therefore, aims at finding the result of the students’ listening comprehension by using experiential learning in focusing on the class story using language experience for the eleventh graders at SMAN 1 Telaga Biru and defining the students’ achievement in listening comprehension by using experiential learning focusing on the class story using language experience.  This study also explored the learners’ listening comprehension by analyzing the result of the students’ pre-test and post-test. It was found that the mean of the pre-test was 60 while the mean of the post-test was 80,6. By analyzing this result, it indicated that the post-test was higher than the pre-test. In conclusion, the finding of this research showed that teaching listening in the eleventh graders of SMAN 1 Telaga Biru using experiential learning in focusing on the class story using language experience was effective to teach students’ listening comprehension. Therefore, it can be suggested that it was an alternative way to use of experiential learning focusing on the class story using language experience in teaching listening.

  15. An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory.

    Science.gov (United States)

    Batista-Foguet, Joan M; Ferrer-Rosell, Berta; Serlavós, Ricard; Coenders, Germà; Boyatzis, Richard E

    2015-01-01

    The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines-compositional data analysis (CODA) and log ratio transformations-KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

  16. An alternative approach to analyze Ipsative data. Revisiting Experiential Learning Theory

    Directory of Open Access Journals (Sweden)

    Joan Manuel eBatista-Foguet

    2015-11-01

    Full Text Available The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines. Statistical models involve a series of assumptions whose existence is often neglected altogether, thus making the mentioned common practice even more pervasive. This paper illustrates the consequences of this ritualistic practice within Kolb’s Experiential Learning Theory (ELT operationalized through its Learning Style Inventory (KLSI. We show how using a well-known methodology in other disciplines -compositional data analysis (CODA- KLSI data can be properly analyzed. In addition, a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual’s relative preference for learning by prehension rather than by transformation. Using a sample of European MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ, and with an observer-assessed instrument, the Emotional and Social Inventory (ESCI-U. Both show plausible statistical relationships. An intellectual operating philosophy is linked to a preference for prehension, whereas a pragmatic operating philosophy is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

  17. Promoting Personal Growth through Experiential Learning: The Case of Expressive Arts Therapy for Lecturers in Thailand

    Directory of Open Access Journals (Sweden)

    Bussakorn Binson

    2018-02-01

    Full Text Available The aim of the paper is to assess academic experiential learning in relation to academic lectures' perceived personal and professional growth. Sixteen PhD students (age ranged between 23 and 46, 10 male, 6 females participated in an introduction to expressive art therapy. Qualitative methods according to phenomenological methodology was used. At the beginning and end of the 48-h course they were asked to draw themselves, and explain the differences between the two drawings. In addition participants were semi-structured interviewed about the course and its personal and professional aspects at the end of the course. The main themes were the carousal of emotional experience, the use of art means for growth, and, professional growth. Findings revealed a perceived growth in terms of family relationships, inter—personal skills, and professional role performance.

  18. PENGEMBANGAN PANDUAN PELATIHAN EFIKASI DIRI DALAM HUBUNGAN PERTEMANAN MELALUI STRATEGI EXPERIENTIAL LEARNING BAGI SISWA SMP

    Directory of Open Access Journals (Sweden)

    Layli Novita

    2016-06-01

    Full Text Available Abstract: The research aims to develop self-efficacy training guides in friendship through experiential learning strategies for junior high school students, so that the counselor can use it as a media of social guidance services for the student especially to improve his confidence in the friendship. This training guide is printed teaching materials containing substance, operational measures, and the evaluation. The procedur of this developmental research is adapted from Borg and Galls (1983 which did in 3 step; 1 plannin;(2 developmental product; and (3 try out of the product. Based on the results of data analysis from expert assessment and potential users as well as revisions that are made in accordance with the advice and input to the product, it can be concluded that this training guide meets the good acceptance criteria and effectively proven in improving students self-efficacy in peer friendships. Abstrak: Penelitian ini bertujuan untuk menghasilkan  panduan pelatihan efikasi diri dalam hubungan pertemanan melalui strategi experiential learning bagi siswa SMP, sehingga konselor dapat menggunakannya sebagai media dalam memberikan layanan bimbingan pribadi-sosial kepada siswa khususnya dalam meningkatkan keyakinan diri di dalam hubungan pertemanan. Panduan pelatihan ini adalah bahan ajar berbasis buku cetakan yang berisi materi, langkah kegiatan, serta evaluasi.Prosedur penelitian dan pengembanganpanduan pelatihan efikasi diri dalam hubungan pertemanan ini  mengadaptasi pengembangan Borg and Gall (1983 yang dilakukan dalam 3 tahapan yaitu, (1 perencanaan pengembangan produk, (2 pengembangan produk, dan (3Uji Coba Produk. Berdasarkan hasil analisis data penilaian ahli dan calon pengguna serta revisi-revisi yang dilakukan sesuai dengan saran dan masukan terhadap produk ini, dapat disimpulkan bahwa panduan pelatihan ini memenuhi kriteria keberterimaan yang baik dan terbukti efektif dalam meningkatkan efikasi diri siswa didalam hubungan

  19. Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

    Science.gov (United States)

    Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

    2004-01-01

    Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully

  20. Teaching corner: "first do no harm": teaching global health ethics to medical trainees through experiential learning.

    Science.gov (United States)

    Logar, Tea; Le, Phuoc; Harrison, James D; Glass, Marcia

    2015-03-01

    Recent studies show that returning global health trainees often report having felt inadequately prepared to deal with ethical dilemmas they encountered during outreach clinical work. While global health training guidelines emphasize the importance of developing ethical and cultural competencies before embarking on fieldwork, their practical implementation is often lacking and consists mainly of recommendations regarding professional behavior and discussions of case studies. Evidence suggests that one of the most effective ways to teach certain skills in global health, including ethical and cultural competencies, is through service learning. This approach combines community service with experiential learning. Unfortunately, this approach to global health ethics training is often unattainable due to a lack of supervision and resources available at host locations. This often means that trainees enter global health initiatives unprepared to deal with ethical dilemmas, which has the potential for adverse consequences for patients and host institutions, thus contributing to growing concerns about exploitation and "medical tourism." From an educational perspective, exposure alone to such ethical dilemmas does not contribute to learning, due to lack of proper guidance. We propose that the tension between the benefits of service learning on the one hand and the respect for patients' rights and well-being on the other could be resolved by the application of a simulation-based approach to global health ethics education.

  1. Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

    Science.gov (United States)

    Brien, Sarah; Parry, Marcus

    2017-01-01

    Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to

  2. Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

    Science.gov (United States)

    Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

    2017-09-27

    For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators

  3. Teaching customer-centric operations management - evidence from an experiential learning-oriented mass customisation class

    Science.gov (United States)

    Medini, Khaled

    2018-01-01

    The increase of individualised customer demands and tough competition in the manufacturing sector gave rise to more customer-centric operations management such as products and services (mass) customisation. Mass customisation (MC), which inherits the 'economy of scale' from mass production (MP), aims to meet specific customer demands with near MP efficiency. Such an overarching concept has multiple impacts on operations management. This requires highly qualified and multi-skilled engineers who are well prepared for managing MC. Therefore, this concept should be properly addressed by engineering education curricula which needs to keep up with the emerging business trends. This paper introduces a novel course about MC and variety in operations management which recalls several Experiential Learning (EL) practices consistently with the principle of an active learning. The paper aims to analyse to which extent EL can improve the efficiency of the teaching methods and the retention rate in the context of operations management. The proposed course is given to engineering students whose' perceptions are collected using semi-structured questionnaires and analysed quantitatively and qualitatively. The paper highlights the relevance (i) of teaching MC, and (ii) of active learning in engineering education, through the specific application in the domain of MC.

  4. The Interplay of Students' Motivational Orientations, Their Chemistry Achievements and Their Perception of Learning within the Hands-On Approach to Visible Spectrometry

    Science.gov (United States)

    Jurisevic, Mojca; Vrtacnik, Margareta; Kwiatkowski, Marek; Gros, Natasa

    2012-01-01

    The purpose of the study was to determine the relationship between students' motivational orientations and their chemistry achievements and perception of learning within the original case of the hands-on approach to visible spectrometry. A total of 295 students from Polish and Slovenian vocational and technical high schools participated in the…

  5. The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

    Science.gov (United States)

    White, Kara Morgan

    2012-01-01

    The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

  6. Validity of "Hi_Science" as instructional media based-android refer to experiential learning model

    Science.gov (United States)

    Qamariah, Jumadi, Senam, Wilujeng, Insih

    2017-08-01

    Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.

  7. Providing Hands on Experiences to Museum Visitors to Explore and Learn about Earthquakes and their Impacts in the Pacific Northwest

    Science.gov (United States)

    Olds, S. E.; Schiffman, C. R.; Butler, R. F.; Farley, M.; Frankel, S.; Hunter, N.; Lillie, R. J.

    2013-12-01

    Over the past ten years, UNAVCO has developed a suite of learning materials for formal undergraduate and grades 6-12 classroom environments, integrating GPS data from the EarthScope Plate Boundary Observatory (PBO) to explore Earth science processes. To make complex Earth processes accessible to general audiences, UNAVCO has designed a multi-component visiting museum exhibit that explores the tectonic setting of the United States Pacific Northwest, hazards of living on a plate boundary, and the technologies being used to study the plate motion and in the future, help communities become more resilient to the impacts of earthquakes. This exhibit was installed in Fall 2013 at the Oregon State University (OSU) Hatfield Marine Science Center (HMSC) in Newport, Oregon. Through multiple hands-on elements, visitors to the HMSC exhibit explore and experience the build up and release of strain in the region, along with some of the technologies used to measure these changes. In one component, visitors compress a model of the Pacific Northwest to feel the build up of strain in the landscape and observe the movement of land over time. Supporting panels connect this movement to the measurements currently being observed by the network of PBO and other GPS stations in the Pacific Northwest. In another component, visitors learn about the recurrence interval for earthquakes at the Juan De Fuca - North America plate boundary by turning a handle to slowly move and compress plates until a simulated earthquake occurs. A related component explores how an earthquake early warning system (EEWS) of the future might combine seismic data collected by both seismometers and real time GPS to allow people and communities time to prepare for oncoming ground shaking and tsunami after an earthquake. Several technologies are also highlighted throughout the exhibit, including information panels that compare the accuracy of high precision GPS with smartphone technologies. Additionally, models of a full

  8. Comrades marathon for short-term experiential learning as perceived by physiotherapy students: A short report

    Directory of Open Access Journals (Sweden)

    U. Useh

    2011-01-01

    Full Text Available This  study  described  the  learning  experiences  of physiotherapy students during the 2009 comrades marathon. A quali-tative  approach  using  focus  group  discussions  was  employed  for  this study.The population for this study was all the 43 B.Sc. physiotherapy final year students of the university of limpopo, who provided physio-therapy services at the 2009 comrades Marathon. forty (93% students participated in this study. All the participants were black with majo-rity 23 (58% of them from the limpopo province. Twenty one (52% of the participants were females with ages ranging between 21 and 30 years. The field trip provided both sport specific and general learning experiences. participants had the opportunity to handle sports injuries and athletes, work and learn as a team and were quite independent. This trip also provided participants the opportunity experiencing workplace communication and interaction, the reality of the real workplace experience of heavy workload, experience of prejudice, time management and an unsafe environment.Despite organizational challenges of the trip, the event provided an opportunity for the participants to practice sport physiotherapy. Participants appreciated the opportunity to experience the dynamics of team and collaborative learning. To ensure effective use of this event for experiential learning, it is recommended that proper guidance and support be provided by the faculty.

  9. Student Responses to a Hands-On Kinesthetic Lecture Activity for Learning about the Oxygen Carrying Capacity of Blood

    Science.gov (United States)

    Breckler, Jennifer; Yu, Justin R.

    2011-01-01

    This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic…

  10. How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

    Science.gov (United States)

    Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen

    2014-01-01

    In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing…

  11. The analysis of student’s critical thinking ability on discovery learning by using hand on activity based on the curiosity

    Science.gov (United States)

    Sulistiani, E.; Waluya, S. B.; Masrukan

    2018-03-01

    This study aims to determine (1) the effectiveness of Discovery Learning model by using Hand on Activity toward critical thinking abilities, and (2) to describe students’ critical thinking abilities in Discovery Learning by Hand on Activity based on curiosity. This study is mixed method research with concurrent embedded design. Sample of this study are students of VII A and VII B of SMP Daarul Qur’an Ungaran. While the subject in this study is based on the curiosity of the students groups are classified Epistemic Curiosity (EC) and Perceptual Curiosity (PC). The results showed that the learning of Discovery Learning by using Hand on Activity is effective toward mathematics critical thinking abilities. Students of the EC type are able to complete six indicators of mathematics critical thinking abilities, although there are still two indicators that the result is less than the maximum. While students of PC type have not fully been able to complete the indicator of mathematics critical thinking abilities. They are only strong on indicators formulating questions, while on the other five indicators they are still weak. The critical thinking abilities of EC’s students is better than the critical thinking abilities of the PC’s students.

  12. The Role of System Thinking Development and Experiential Learning on Enterprise Transformation

    Science.gov (United States)

    Lopez, Gabriel

    The recent economic downturn has had global repercussions in all businesses alike. Competition is fierce and a survival of the fittest model is always present; fast delivery times and innovative designs ultimately translate into the enterprises' bottom line. In such market conditions, enterprises have to find ways to develop and train their workforce in a manner that enhances the innovative capabilities of the enterprise. Additionally, if companies are to stay competitive, they have to ensure critical skills in their workforce are transferred from generation to generation. This study builds on recent research on system-thinking development via experiential learning methodologies. First, a conceptual framework model was developed. This conceptual model captures a methodology to construct a system-thinking apprenticeship program suitable for system engineers. Secondly, a survey of system engineering professionals was conducted in order to assess and refine the proposed conceptual model. This dissertation captures the findings of the conceptual model and the implications of the study for enterprises and for system engineering organizations.

  13. Self-experiential learning – a research study into music therapy students’ perspective. Sounds that resonate with the personality

    DEFF Research Database (Denmark)

    Lindvang, Charlotte

    In this paper I presented a part of my PhD-study in music therapy: “A Field of Resonant Learning. Self-experiential training and the development of music therapeutic competencies: a mixed methods investigation of student experiences and professionals’ evaluation of their own competencies...... by investigating how Danish professional music therapists evaluate the impact of their earlier self-experiential training on their current clinical competencies. In this paper I focused on presenting the qualitative part of my research which addresses the first part of the purpose about the students’ experiences....... Semi-structured qualitative interviews and qualitative music analyses were conducted, using a hermeneutic approach. The nine music therapy students who participated were enrolled in the fifth year of their Master’s degree training programme. They were asked to bring a recording of an improvisation...

  14. Student’s Perceptions on Simulation as Part of Experiential Learning in Approaches, Methods, and Techniques (AMT Course

    Directory of Open Access Journals (Sweden)

    Marselina Karina Purnomo

    2017-03-01

    Full Text Available Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT course which is one of the courses in English Language Education Study Program (ELESP of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students’ perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students’ learning for it formed a meaningful learning in class.  DOI: https://doi.org/10.24071/llt.2017.200104

  15. The use of a hands-on model in learning the regulation of an inducible operon and the development of a gene regulation concept inventory

    Science.gov (United States)

    Stefanski, Katherine M.

    A central concept in genetics is the regulation of gene expression. Inducible gene expression is often taught in undergraduate biology courses using the lac operon of Escherichia coli (E. coli ). With national calls for reform in undergraduate biology education and a body of literature that supports the use of active learning techniques including hands-on learning and analogies we were motivated to develop a hands-on analogous model of the lac operon. The model was developed over two iterations and was administered to genetics students. To determine the model's worth as a learning tool a concept inventory (CI) was developed using rigorous protocols. Concept inventories are valuable tools which can be used to assess students' understanding of a topic and pinpoint commonly held misconceptions as well as the value of educational tools. Through in-class testing (n =115) the lac operon concept inventory (LOCI) was demonstrated to be valid, predictive, and reliable (? coefficient = 0.994). LOCI scores for students who participated in the hands-on activity (n = 67) were 7.5% higher (t = -2.281, P operon. We were able to determine the efficacy of the activity and identify misconceptions held by students about the lac operon because of the use of a valid and reliable CI.

  16. Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

    Science.gov (United States)

    Davis, Brian L.

    Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

  17. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  18. Teaching and Learning: Using Experiential Learning and Reflection for Leadership Education

    Science.gov (United States)

    Guthrie, Kathy L.; Jones, Tamara Bertrand

    2012-01-01

    Leadership experiences, arguably some of the most significant developmental opportunities in college, are ripe for helping students move from mere engagement to making meaning of and learning from their leadership experience. The International Learning Association's teaching and learning area asks: "what methods are most appropriate to ensure…

  19. The OpenPicoAmp: an open-source planar lipid bilayer amplifier for hands-on learning of neuroscience.

    Science.gov (United States)

    Shlyonsky, Vadim; Dupuis, Freddy; Gall, David

    2014-01-01

    Understanding the electrical biophysical properties of the cell membrane can be difficult for neuroscience students as it relies solely on lectures of theoretical models without practical hands on experiments. To address this issue, we developed an open-source lipid bilayer amplifier, the OpenPicoAmp, which is appropriate for use in introductory courses in biophysics or neurosciences at the undergraduate level, dealing with the electrical properties of the cell membrane. The amplifier is designed using the common lithographic printed circuit board fabrication process and off-the-shelf electronic components. In addition, we propose a specific design for experimental chambers allowing the insertion of a commercially available polytetrafluoroethylene film. We provide a complete documentation allowing to build the amplifier and the experimental chamber. The students hand-out giving step-by step instructions to perform a recording is also included. Our experimental setup can be used in basic experiments in which students monitor the bilayer formation by capacitance measurement and record unitary currents produced by ionic channels like gramicidin A dimers. Used in combination with a low-cost data acquisition board this system provides a complete solution for hands-on lessons, therefore improving the effectiveness in teaching basic neurosciences or biophysics.

  20. Hands-On Nuclear Physics

    Science.gov (United States)

    Whittaker, Jeff

    2013-01-01

    Nuclear science is an important topic in terms of its application to power generation, medical diagnostics and treatment, and national defense. Unfortunately, the subatomic domain is far removed from daily experience, and few learning aids are available to teachers. What follows describes a low-tech, hands-on method to teach important concepts in…

  1. A collaborative learning environment for Management Education based on Experiential Learning

    DEFF Research Database (Denmark)

    Lidón, Iván; Rebollar, Rubén; Møller, Charles

    2011-01-01

    from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what...... the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions...

  2. Developing nurses' intercultural/intraprofessional communication skills using the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Maps.

    Science.gov (United States)

    Henderson, Saras; Barker, Michelle

    2017-09-27

    To examine how the use of Social Interaction Maps, a tool in the EXCELLence in Cultural Experiential Learning and Leadership Program, can enhance the development of nurses' intercultural/intraprofessional communication skills. Nurses face communication challenges when interacting with others from similar background as well as those from a culturally and linguistically diverse background. We used the EXCELLence in Cultural Experiential Learning and Leadership Program's Social Interaction Maps tool to foster intercultural/intraprofessional communication skills in nurses. Social Interaction Maps describe verbal and nonverbal communication behaviours that model ways of communicating in a culturally appropriate manner. The maps include four stages of an interaction, namely Approach, Bridging, Communicating and Departing using the acronym ABCD. Qualitative approach was used with a purposeful sample of nurses enrolled in a postgraduate course. Fifteen participants were recruited. The Social Interaction Map tool was taught to participants in a workshop where they engaged in sociocultural communication activities using scenarios. Participants were asked to apply Social Interaction Maps in their workplaces. Six weeks later, participants completed a semistructured open-ended questionnaire and participated in a discussion forum on their experience of using Social Interaction Maps. Data were content-analysed. Four themes identified in the use of the Social Interaction Maps were (i) enhancing self-awareness of communication skills; (ii) promoting skills in being nonconfrontational during difficult interactions; (iii) highlighting the importance of A (Approach) and B (Bridging) in interaction with others; and (iv) awareness of how others interpret what is said C (Communicating) and discussing to resolve issues before closure D (Departing). Application of the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Mapping tool was shown to be useful in

  3. A Model for Local Experiential Learning: Teacher Workshop on Mangroves, Oceans & Climate in Kosrae

    Science.gov (United States)

    Maloney, A. E.; Sachs, J. P.; Barros, C.; Low, M.

    2016-02-01

    A curriculum for an intensive one-day workshop about mangroves, oceans, and climate has been developed for school teachers in the Federated States of Micronesia. The goals of the workshop are for teachers/attendees to be able to (i) explain what salinity is and describe how it varies from the ocean to the river, (ii) explain what a mangrove is and describe adaptations mangroves have developed that allow them to live in saline or brackish water and adjust to changing sea level, and (iii) develop a grade-appropriate poster on mangroves or salinity and one interactive activity that uses the poster to engage students in learning. These objectives are accomplished by field trips to the ocean and mangrove swamp, where each participant learns how to measure salinity and identify mangrove species. The hands-on field component is followed by a poster development session where participants design, present, and share feedback on their posters that they will bring back to their classrooms. This experience allows schoolteachers to intimately explore their coastal ecosystems and gain new perspectives about their environment that they can take back to their students. The workshop was designed through a collaborative effort between Pacific Resources for Education and Learning (PREL) NSF Pacific Climate Education Partnership, University of Washington professors, graduate students and undergraduate students, Kosrae Department of Education, Kosrae Island Resource Management Authority (KIRMA), Kosrae Island Conservation and Safety Organization (KCSO), and local Kosraean schoolteachers and administrators. The workshop was offered to elementary school teachers from 4 of 5 school districts in 2013, 2014, and 2015, led by University of Washington scientists and PREL. Local education officials and PREL staff will lead future workshops.

  4. Implementation and impact of experiential learning in a graduate level teacher education program: An example from a Canadian universit

    Directory of Open Access Journals (Sweden)

    Cher M. Hill

    2016-11-01

    Full Text Available Teacher inquiry, in which teachers study their own professional practice, is currently a popular form of experiential learning that is considered a powerful tool to bring about effective change in teaching and learning. Little empirical evidence, however, exists to explain precisely if and how this pedagogical methodology moves teachers toward transformation of practice. Using grounded theory methodology, we examined twelve end of term graduate level learning portfolios and administered a survey to 336 in-service teachers enrolled in a two-year graduate diploma program in the Faculty of Education at Simon Fraser University, Canada. We found powerful evidence that our programs were highly impactful, with 94% of teachers reporting transformative learning within the second year of the program. Using portfolio data we examined the process of the teacher transformations. Our findings revealed that teachers’ abilities to interrogate their subjective-objective stance deepened their experiential learning. Using three case studies we exemplify how transformative pathways were formulated and conclude with a discussion of the implications of learning through experience, including the value of student-generated learning goals, continuous interfacing of theory and practice, seeing your ‘teaching’ through the eyes of your students/colleagues or parents, and the power of living your research question in the context of your own classroom and school setting. We end the paper on a cautionary note pointing out the vulnerability of programs of this nature in an era of accountability, standardization, quality control, and risk management all of which eclipse approaches that focus on authentic practical problems and student generated solutions.

  5. Improving the Communication Skills of IS Developers during Requirements Elicitation Using Experiential Learning

    Science.gov (United States)

    Qurban, Mustafa H.; Austria, Richmond D.

    2009-01-01

    The improvement of communication skills among Information Systems (IS) developers can be considered as a strategy to mitigate the risk of project failure during IS design. This paper addresses issues on various communication barriers normally encountered during its requirements elicitation (RE) stage. This study aims to adopt experiential learning…

  6. Developing Students' Cultural Intelligence through an Experiential Learning Activity: A Cross-Cultural Consumer Behavior Interview

    Science.gov (United States)

    Kurpis, Lada Helen; Hunter, James

    2017-01-01

    Business schools can increase their competitiveness by offering students intercultural skills development opportunities integrated into the traditional curricula. This article makes a contribution by proposing an approach to developing students' cultural intelligence that is based on the cultural intelligence (CQ) model, experiential learning…

  7. Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities

    Directory of Open Access Journals (Sweden)

    Jerry C Schnepp

    2017-07-01

    Full Text Available Aim/Purpose: To examine the early perceptions (acceptability and usability of EASEL (Education through Application-Supported Experiential Learning, a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. Recommendations for Practitioners: The use of a system such as EASEL can leverage time and location-based services to support students in field experiences. This technology aligns with evidence that guided reflection provides opportunities for metacognition. Recommendation for Researchers: Iterative prototyping, testing, and refinement can lead to a deliberate and effective app development process. Impact on Society: The EASEL

  8. Development and implementation of FRESH--a post-secondary nutrition education program incorporating population strategies, experiential learning and intersectoral partnerships.

    Science.gov (United States)

    Matthews, June I; Zok, Anne V; Quenneville, Emily P M; Dworatzek, Paula D N

    2014-07-11

    The FRESH (Food Resources and Education for Student Health) peer nutrition education program engages undergraduate and graduate students in experiential learning to improve the campus food and nutrition environment and promote healthy behaviours among university students. University students in general, and graduate and undergraduate food and nutrition students as program designers and peer educators, respectively. Large university campus in southwestern Ontario. A peer nutrition education program, utilizing multiple population strategies and intersectoral partnerships, was created by and for university students with faculty and food service personnel as mentors. The population health strategies employed were building awareness and program branding; developing personal skills through peer nutrition education and hands-on cooking demonstrations; and creating supportive environments through incentive programs for fruit and dairy as well as point-of-purchase menu labelling. The program has reached students, staff and faculty through over 60 interactive FRESH displays and education sessions. Website and social media have also had a significant reach with over 4,000 website visits and 277 Facebook "likes". FRESH has also improved the food environment for over 5,000 students in residence, e.g., 1,931 FRESH Fruit/Dairy Cards have been returned for free fruit/milk cartons. Graduate students in Foods and Nutrition continue to participate every year (cumulative n=60) in ongoing program development. Peer educators have developed enhanced leadership, public speaking and group facilitation skills, and the ability to creatively apply what they have learned in the classroom to new contexts. Increased nutrition knowledge and an improved food environment could, over the long term, support improved university student health.

  9. A Collaborative Learning Environment for Management Education Based on Experiential Learning

    Science.gov (United States)

    Lidon, Ivan; Rebollar, Ruben; Moller, Charles

    2011-01-01

    In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper…

  10. Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

    Science.gov (United States)

    Melaku, Samuel; Schreck, James O.; Griffin, Kameron; Dabke, Rajeev B.

    2016-01-01

    Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting…

  11. Nursing Students' Attitudes Toward Poverty: Does Experiential Learning Make a Difference?

    Science.gov (United States)

    Vliem, Sally

    2015-01-01

    The number of people living in poverty is growing, and it is important for nursing students to understand issues of social justice. Undergraduate nursing students completed the Attitude Toward Poverty-Short Form to determine if an experiential activity changed their attitudes from a behavioral to a structural perspective of poverty. Participants in the experimental group demonstrated a more structural perspective of poverty than did those in the control group. Implications for nursing education are discussed.

  12. Placing a Hand in the Fire: Assessing the Impact of a YouTube Experiential Learning Project on Viral Marketing Knowledge Acquisition

    Science.gov (United States)

    Payne, Nathaniel J.; Campbell, Colin; Bal, Anjali S.; Piercy, Niall

    2011-01-01

    The goal of this study is to evaluate the effectiveness of an experiential learning social media project that was integrated into a graduate marketing class. As part of the semester-long project, students were required to work within a team and create a spoof video, which was posted on YouTube. Students' success was partially determined by the…

  13. An Exploration of "Scaffolded" and "Experiential" Learning Environment's Impact upon Students' Experiences of a Challenging Level 6 Topic in Forensic Psychology: MAPPA

    Science.gov (United States)

    Wilkinson, Dean J.; Jones, Tim

    2017-01-01

    Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life…

  14. The Impact of Transformational Leadership, Experiential Learning, and Reflective Journaling on the Conservation Ethic of Tertiary-Level Non-Science Majors

    Science.gov (United States)

    Reynolds, Bradley Robert

    2013-01-01

    The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the…

  15. Qualitative Findings from an Experientially Designed Exercise Immunology Course: Holistic Wellness Benefits, Self-Efficacy Gains, and Integration of Prior Course Learning

    Science.gov (United States)

    Curry, Jennifer; Fazio-Griffith, Laura; Carson, Russell; Stewart, Laura

    2010-01-01

    Experiential education is a well documented approach to engaging student learners. This manuscript presents findings from a qualitative inquiry, specifically focus group discussions, investigating the perceptions of 28 student participants in a learning opportunity provided to a kinesiology class involving structured group exercise (marathon…

  16. "I Find It Odd That People Have to Highlight Other People's Differences--Even When There Are None": Experiential Learning and Interculturality in Teacher Education

    Science.gov (United States)

    Dervin, Fred

    2017-01-01

    This article examines the role of experiential learning in developing intercultural competences in the context of teacher education in Finland. Local and foreign students studying to become teachers were asked to write five short narratives each about meaningful intercultural encounters they experienced prior to enrolling in an intercultural…

  17. Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

    Directory of Open Access Journals (Sweden)

    Leila R. Lax

    2011-09-01

    Full Text Available The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003. This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs.Les médecins diplômés à l’étranger (MDE peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels qui d

  18. Learning to Work with Immigrant Families: An Experiment in Experiential Learning

    Directory of Open Access Journals (Sweden)

    Mehrunnisa A. Ali

    2017-12-01

    Full Text Available This study examined what students in three professional programs – Nursing, Social Work, and Early Childhood Studies – could learn about working with immigrant families using narrative inquiry as a heuristic device. Data collected from the students in focus groups demonstrated their capacity for ethical caring by recognizing individual characteristics of immigrant families, becoming more self-aware in interactions with them, and noticing institutional practices from the families’ perspectives. The students also began to realize the uncertainties of professional practice, which could help promote the habit of reflection. Findings suggest that the experiment was worthwhile, albeit limited by self-reported data, a small sample, and a short duration. Dans cette étude, nous examinons ce que les étudiants inscrits dans trois programmes professionnels – soins infirmiers, travail social et études de la petite enfance – pourraient apprendre sur le travail avec des familles d’immigrants par le biais de l’enquête narrative en tant qu’instrument heuristique. Les données recueillies auprès des étudiants réunis en groupes de discussion ont indiqué que ceux-ci avaient prouvé leur aptitude à l’empathie éthique en reconnaissant les caractéristiques individuelles des familles d’immigrants, en devenant davantage conscients de leurs interactions avec ces familles et en prenant conscience des pratiques institutionnelles à partir du point de vue de ces familles. Les étudiants ont également commencé à comprendre les incertitudes de la pratique professionnelle, ce qui pourrait favoriser de meilleures habitudes de réflexion. Les résultats suggèrent que l’expérience était appréciable, bien qu’elle ait été limitée par des données auto-déclarées, un échantillon limité et une courte durée.

  19. Experiential Learning for Native American Students at Tribal Colleges and Universities

    Science.gov (United States)

    Sauve, M. L.; Moore, K.

    2003-12-01

    In reaffirming its commitment to Indian tribes and Alaska Native entities, the Federal Government issued Executive Order 13270 of July 3, 2002, stating the policy that " this Nation's commitment to education excellence and opportunity must extend as well to the tribal colleges and universities." Further, the Federal Government has called on the private sector to contribute to these colleges' educational and cultural mission. American University, through its American Indian Internship Program, has responded to this call. American University, a private liberal arts institution of higher education in the Nation's capital, has long ago recognized the importance of experiential learning in undergraduate education. For over 50 years, its Washington Semester Program brings students from other universities around the country and the world to American University's campus and to Washington, D.C. for a unique academic experience. The Washington Semester Program combines academic seminars in various fields of concentration with internship work in government agencies, congressional offices, non-profit organizations, foundations and research institutions in the Nation's capital. Students in this Program get to meet the Nation's leaders, experts in the field, and notable newsmakers while incorporating their academic skills and courses in practice at their internship assignments. The American Indian Internship Program (also knows as Washington Internship for Native Students-WINS) is one of the programs in Washington Semester. This program is designed to give American Indian students the chance to study issues of interest to the Native community and to gain valuable work experience through an internship in the Nation's capital. All costs to attend the program are paid by the internship sponsors and American University, including transportation between the students' home and Washington, DC, tuition and program fees for 6 credit hours in the summer and 12 credit hours in fall

  20. How Do Learning Outcomes, Assessments and Student Engagement in a Fully Online Geoscience Laboratory Compare to Those Of The Original Hands-on Exercise?

    Science.gov (United States)

    Jones, F. M.

    2015-12-01

    In a third year geoscience elective for BSc majors, we adapted several active f2f learning strategies for an equivalent fully online version of the course. In particular, we converted a hands-on laboratory including analysis and interpretation of hand-specimens, sketching results and peer-to-peer discussion of scientific implications. This study compares learning outcomes in both formats and describes resources that make engaging, effective and efficient learning experiences for large classes in an asynchronous online environment. Our two hypotheses are: 1) a hands-on geology lab exercise can be converted for efficient fully online use without sacrificing feedback and assessment opportunities; 2) students find either the f2f or DE versions equally effective and enjoyable as learning experiences. Key components are an authentic context, interactive resources including sketching, strategies that enable efficient assessment and feedback on solo and group work, and asynchronous yet productive interaction with peers. Students in the f2f class handle real rock and fossil specimens, work with peers in the lab and classroom, and deliver most results including annotated figures on paper. DE students complete identical tasks using interactive high resolution figures and videos of specimens. Solo work is first delivered for automated assessment and feedback, then students engage asynchronously in small groups to improve results and discuss implications. Chronostratigraphy and other interpretations are sketched on prepared template images using a simple open-source sketching app that ensures equal access and consistent results that are efficient to assess by peers and instructors. Learning outcomes based on subsequent quizzes, sketches, and lab results (paper for f2f students and automated data entry for DE students), show that f2f and online students demonstrate knowledge and scientific interpretations of comparable quality. Effective engagement and group work are

  1. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

    Science.gov (United States)

    Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

    2016-01-01

    Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  2. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation – a pilot project

    Directory of Open Access Journals (Sweden)

    Kannan Ramar

    2016-09-01

    Full Text Available Background: Physicians require extensive training to achieve proficiency in mechanical ventilator (MV management of the critically ill patients. Guided self-directed learning (GSDL is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. Methods: First-year Pulmonary and Critical Care Medicine (PCCM fellows (n=6 and Critical Care Internal Medicine (CCIM (n=8 fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Results: Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p=0.13. Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p=0.39. The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p=0.07. Improved satisfaction scores were noted with hands-on tutoring. Conclusions: Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  3. Experiential learning and critical reflection as a tool for transfer of business knowledge: an empirical case study of a start-up simulation intervention for nascent entrepreneurs

    Directory of Open Access Journals (Sweden)

    Ingrid Le Roux

    2013-07-01

    Full Text Available This paper investigates the impact of venture start-up simulation on participants’ learning; it is concerned specifically with the relationship between experiential learning theory and critical reflection within venture start-up simulation. This was carried out in empirical investigation of a simulation training game used to train entrepreneurs in a formal setting. The findings show significant improvement in their knowledge of finance, marketing operations and information use. Participants reported increased skills and intended behavioural changes in their own ventures. Finally, there was empirical support for the fact that critical reflection during experiential learning can greatly improve the standard of learning and has an immediate effect on  participants’ behaviour.

  4. Hands-on Humidity.

    Science.gov (United States)

    Pankiewicz, Philip R.

    1992-01-01

    Presents five hands-on activities that allow students to detect, measure, reduce, and eliminate moisture. Students make a humidity detector and a hygrometer, examine the effects of moisture on different substances, calculate the percent of water in a given food, and examine the absorption potential of different desiccants. (MDH)

  5. Hands-On Hydrology

    Science.gov (United States)

    Mathews, Catherine E.; Monroe, Louise Nelson

    2004-01-01

    A professional school and university collaboration enables elementary students and their teachers to explore hydrology concepts and realize the beneficial functions of wetlands. Hands-on experiences involve young students in determining water quality at field sites after laying the groundwork with activities related to the hydrologic cycle,…

  6. Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

    Science.gov (United States)

    Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

    2014-01-01

    This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

  7. Creating and Sustaining an Experiential Learning Component on Aging in a BSW Course

    Directory of Open Access Journals (Sweden)

    Jimmy A. Young

    2016-11-01

    Full Text Available Regardless of their particular field of practice, social workers increasingly serve the growing population of older adults in the United States. This article describes the process of integrating an experiential component into a Baccalaureate Social Work (BSW course involving 75 BSW students. Reflections on the strengths and challenges during 3 years of the course and a successful sustainability strategy are discussed. Three methods of curriculum infusion were added to a required course: (a guest speakers, (b required volunteer hours, and (c written reflections and class presentations. We discovered that students’ attitudes toward working with older adults were changed following their experience in this course. Cognizant of the difficulty introducing additional hours and content to a full course agenda, we advocate for curriculum change that includes an experiential component together with classroom discussion and activities. We provide details of our process of implementation and sustainability that might help guide similar course adaptations to increase BSW student exposure to working with older adults.

  8. Learning a specific content in technology education : Learning Study as collaborative method in Swedish preschool class using hands-on material 

    OpenAIRE

    Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

    2014-01-01

    This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made du...

  9. Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

    Science.gov (United States)

    Harvey, Marina; Coulson, Debra; McMaugh, Anne

    2016-01-01

    Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

  10. Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions.

    Science.gov (United States)

    Lombardi, Sara A; Hicks, Reimi E; Thompson, Katerina V; Marbach-Ad, Gili

    2014-03-01

    This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.

  11. Using Technology to Support Experiential Learning in Extension Nutrition and Health Programs

    Science.gov (United States)

    Schuster, Ellen

    2013-01-01

    Much has been written about hybrid or blended learning in K-12 and higher education. In hybrid, or blended learning, face-to-face and online delivery of content are provided. The challenge is how best to use each delivery mode to optimize learning. For example, students may view videos or other multimedia content outside of class, with class time…

  12. Teaching chemistry and other sciences to blind and low-vision students through hands-on learning experiences in high school science laboratories

    Science.gov (United States)

    Supalo, Cary Alan

    2010-11-01

    Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007--08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students' lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all

  13. The Action Research Program: Experiential Learning in Systems-Based Practice for First-Year Medical Students.

    Science.gov (United States)

    Ackerman, Sara L; Boscardin, Christy; Karliner, Leah; Handley, Margaret A; Cheng, Sarah; Gaither, Thomas W; Hagey, Jill; Hennein, Lauren; Malik, Faizan; Shaw, Brian; Trinidad, Norver; Zahner, Greg; Gonzales, Ralph

    2016-01-01

    Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools' curricula. However, experiential learning in systems-based practice, including practical strategies to improve the quality and efficiency of clinical care, is often absent from or inconsistently included in medical education. A multidisciplinary clinician and nonclinician faculty team partnered with a cardiology outpatient clinic to design a 9-month clerkship for 1st-year medical students focused on systems-based practice, delivery of clinical care, and strategies to improve the quality and efficiency of clinical operations. The clerkship was called the Action Research Program. In 2013-2014, 8 trainees participated in educational seminars, research activities, and 9-week clinic rotations. A qualitative process and outcome evaluation drew on interviews with students, clinic staff, and supervising physicians, as well as students' detailed field notes. The Action Research Program was developed and implemented at the University of California, San Francisco, an academic medical center in the United States. All educational activities took place at the university's medical school and at the medical center's cardiology outpatient clinic. Students reported and demonstrated increased understanding of how care delivery systems work, improved clinical skills, growing confidence in interactions with patients, and appreciation for patients' experiences. Clinicians reported increased efficiency at the clinic level and improved performance and job satisfaction among medical assistants as a result of their unprecedented mentoring role with students. Some clinicians felt burdened when students shadowed them and asked questions during interactions with patients. Most student-led improvement projects were not fully implemented. The Action Research Program is a

  14. Training Early Career Scientists in Flight Instrument Design Through Experiential Learning: NASA Goddard's Planetary Science Winter School.

    Science.gov (United States)

    Bleacher, L. V.; Lakew, B.; Bracken, J.; Brown, T.; Rivera, R.

    2017-01-01

    The NASA Goddard Planetary Science Winter School (PSWS) is a Goddard Space Flight Center-sponsored training program, managed by Goddard's Solar System Exploration Division (SSED), for Goddard-based postdoctoral fellows and early career planetary scientists. Currently in its third year, the PSWS is an experiential training program for scientists interested in participating on future planetary science instrument teams. Inspired by the NASA Planetary Science Summer School, Goddard's PSWS is unique in that participants learn the flight instrument lifecycle by designing a planetary flight instrument under actual consideration by Goddard for proposal and development. They work alongside the instrument Principal Investigator (PI) and engineers in Goddard's Instrument Design Laboratory (IDL; idc.nasa.gov), to develop a science traceability matrix and design the instrument, culminating in a conceptual design and presentation to the PI, the IDL team and Goddard management. By shadowing and working alongside IDL discipline engineers, participants experience firsthand the science and cost constraints, trade-offs, and teamwork that are required for optimal instrument design. Each PSWS is collaboratively designed with representatives from SSED, IDL, and the instrument PI, to ensure value added for all stakeholders. The pilot PSWS was held in early 2015, with a second implementation in early 2016. Feedback from past participants was used to design the 2017 PSWS, which is underway as of the writing of this abstract.

  15. Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students.

    Science.gov (United States)

    Marshall, Matthew M; Carrano, Andres L; Dannels, Wendy A

    2016-10-01

    Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios. Using an industrial engineering laboratory that provides manufacturing and warehousing environments, students were immersed in real-world scenarios in which they worked on teams to address prescribed problems encountered during the activities. The highly structured, Plan-Do-Check-Act approach commonly used in industry was adapted for the DHH student participants to document and communicate the problem-solving steps. Students who experienced the intervention realized a 14.6% improvement in problem-solving proficiency compared with a control group, and this gain was retained at 6 and 12 months, post-intervention. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  16. Association of Polar Early Career Scientists: a model for experiential learning in professional development for students and early career researchers

    Science.gov (United States)

    Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.

    2016-12-01

    The Association of Polar Early Career Scientists was established by early career researchers during the 2007-2008 International Polar Year as an organization for early career researchers in the polar and cryospheric sciences. APECS works to promote early career researchers through soft-skills training in both research and outreach activities, through advocating for including early career researchers in all levels of the scientific process and scientific management, and through supporting a world-wide network of researchers in varied fields. APECS is lead by early career researchers; this self-driven model has proved to be an effective means for developing the leadership, management, and communication skills that are essential in the sciences, and has shown to be sustainable even in a community where frequent turn-over is inherent to the members. Since its inception, APECS has reached over 5,500 members in more than 80 countries, and we have placed more than 50 early career researchers on working groups and steering committees with organizations around the world in the last two years alone. The close partnerships that APECS has with national and international organizations exposes members to both academic and alternative career paths, including those at the science-policy interface. This paper describes APECS's approach to experiential learning in professional development and the best practices identified over our nearly ten years as an organization.

  17. Building a Community of Young Leaders: Experiential Learning in Jewish Social Justice

    Science.gov (United States)

    Lough, Benjamin J.; Thomas, Margaret M. C.

    2014-01-01

    This study assesses whether more frequent participation in Jewish activist learning events is associated with higher levels of engagement in social justice-related activities and conceptions of Jewish identity. The study design was cross-sectional and comparative. An online survey was completed by 165 participants in an activist learning program.…

  18. An Assessment of Experiential Learning of Global Poverty Issues through International Service Projects

    Science.gov (United States)

    Le, Quan V.; Raven, Peter V.

    2015-01-01

    Service learning has been used to supplement a standard business curriculum, but not typically in an international business context. We report the results of two short-term study abroad programs in which we incorporated service learning projects, one in Cambodia and the other in Vietnam. Our objective is to assess how we organized and delivered…

  19. Starting Point on the Development of Environemental Risk Management Compe-tences: experiential learning

    Directory of Open Access Journals (Sweden)

    Irene Martín Rubio

    2017-06-01

    Full Text Available One of the characteristics of the European Space of Higher Education  is to consider university degrees in terms of learning outcomes, and essentially expressed in forms of competence. Competencies represent a dynamic combination of attributes such as knowledge and its application, attitudes and responsibilities that describe the learning outcomes of a particular program. Transversal competences, such as competences towards environmental  risk management, are part of the general characteristics of human action in economic and technical environments. The training, evaluation and development of professional competences can present different approaches and teaching-learning methodologies. In our study, we focus on learning from experience. With the evaluation of students' learning styles, we can begin to know how our students begin to develop their skills towards environmental risk management.

  20. Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students.

    Science.gov (United States)

    Silverman, Arielle M; Pitonyak, Jennifer S; Nelson, Ian K; Matsuda, Patricia N; Kartin, Deborah; Molton, Ivan R

    2018-05-01

    To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments. Masters of Occupational Therapy students (n = 14) and Doctor of Physical Therapy students (n = 18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia. Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates. Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients. Implication of Rehabilitation It is important for rehabilitation students to learn how people live well with disabilities. Impairment simulations can improve students' assessments of quality of life with disabilities. To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.

  1. Theorizing Learning Process: An Experiential, Constructivist Approach to Young People's Learning about Global Poverty and Development

    Science.gov (United States)

    Brown, Kate

    2015-01-01

    Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning…

  2. Evaluating the Influence of Past Gaming Experience on Learner Preferences and Motivation to Learn in a Military Training Environment

    Science.gov (United States)

    2009-03-01

    increased preference for hands-on training. To investigate this theory , a preferred learning style measure was required. An in-depth review of the...Applications. Journal of Applied Psychology, Vol. 78, No. 1 , 98-104. Donald, J. (2005). Voting with Your Hands: GIS and Experiential Learning . Coates...high. Retrieved Jan 24, 2009, from Ipsos News Center: http://www.ipsos- na.com/news/pressrelease.cfm?id=3124 Kolb , D. A. (1984). Experiential

  3. Evolving Kolb: Experiential Education in the Age of Neuroscience

    Science.gov (United States)

    Schenck, Jeb; Cruickshank, Jessie

    2015-01-01

    In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb's model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb's experiential learning theory in terms of epistemology,…

  4. Cultural Speak: Culturally Relevant Pedagogy and Experiential Learning in a Public Speaking Classroom

    Science.gov (United States)

    Colvin, Janet; Tobler, Nancy

    2013-01-01

    This study describes the efficacy of modifications made to a higher education Latina/o public speaking course to enhance student growth and understanding. The changes included the addition of a service-learning component and the incorporation of culturally relevant pedagogy. Selected research, particularly related to college students, on…

  5. Teaching Negotiation in the Context of Environmental Regulatory Enforcement: An Experiential Learning Approach

    Science.gov (United States)

    Choy, Marisa S.; Johnson, Stephen A.; Ortolano, Leonard

    2011-01-01

    This article describes a simulation-based teaching approach that helps university students learn about negotiation in the context of environmental regulatory enforcement. The approach centers on negotiation of a penalty between government agencies and a fictitious corporation that has violated provisions of the U.S. Clean Water Act. The exercise…

  6. The Big Breach: An Experiential Learning Exercise in Mindful Crisis Communication

    Science.gov (United States)

    Fuller, Ryan P.

    2016-01-01

    Crises threaten high-priority goals of impacted organizations. In the field, trainings range from overviews of crisis plans to full-scale exercises that simulate a crisis. In the classroom, simulations engage multiple learning styles, and allow students to reflect on observations and provide recommendations. The objectives for this unit activity…

  7. Creating Thoughtful Salespeople: Experiential Learning to Improve Critical Thinking Skills in Traditional and Online Sales Education

    Science.gov (United States)

    Alvarez, Cecilia M. O.; Taylor, Kimberly A.; Rauseo, Nancy A.

    2015-01-01

    Most undergraduate marketing majors will spend at least some time in a sales role, and employers are requiring greater professionalism and more varied skill sets from their sales hires. In addition, there is an increasing demand for online and higher order learning in sales education. In response, this article proposes that sales courses using…

  8. Nursing Students' Experiential Learning Processes Using an Online 3D Simulation Game

    Science.gov (United States)

    Koivisto, Jaana-Maija; Niemi, Hannele; Multisilta, Jari; Eriksson, Elina

    2017-01-01

    The growing use of game-based simulation in healthcare education reflects the opportunities afforded to learners by serious games, which simulate real-world situations and enable students to emulate the roles of healthcare professionals in a safe and engaging learning environment. As part of a design-based research project to design, test, and…

  9. Bringing Adam Smith's Pin Factory to Life: Field Trips and Discussions as Forms of Experiential Learning

    Science.gov (United States)

    Galizzi, Monica

    2014-01-01

    Educators are often aware of the need to implement a variety of teaching techniques to reach out to students with different learning styles. I describe an attempt to target multimodal learners by bringing classical economic texts and concepts to life through discussions, field visits and role playing exercises. In my Labor Economics class I…

  10. Introducing Inmates to Extension through Financial Education and Experiential Learning Tools

    Science.gov (United States)

    Richel, Karen

    2013-01-01

    Research shows that in order to reduce recidivism rates in prisons, financial education and other life skills should be a mandatory topic in our prison systems. By creating a learning environment conducive to the specialized needs of this audience, an inmate's ability to set goals, recognize wants and needs, maintain bank accounts, create a…

  11. An Integrative Experiential Learning Project in the Undergraduate Branding Course: Creating a Marketing Department Brochure

    Science.gov (United States)

    Craciun, Georgiana; Corrigan, Hope Bober

    2010-01-01

    This article introduces a selective approach to curriculum integration that consists of linking the subject matter of a new course with knowledge and skills acquired in two or more completed courses to create a deeper and richer learning experience. Benefits and challenges of the selective approach and an example of implementing an integrative…

  12. Cross-Cultural Communication Workshops: Experiential Learning for Living in a Multicultural Society.

    Science.gov (United States)

    Armour, Monica

    1979-01-01

    The primary objectives of Cross-Cultural Communication Workshop (CCCW) groups are to increase awareness among participants of the role their cultural backgrounds play in influencing their values, perceptions, and behavior and to help them learn more effective ways of communicating with each other. (Author/EB)

  13. Making Sense of Learning: Insights from an Experientially-Based Undergraduate Entrepreneurship Programme

    Science.gov (United States)

    Blackwood, Tony; Round, Anna; Pugalis, Lee; Hatt, Lucy

    2015-01-01

    Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field.…

  14. Embedding Sustainability in Education through Experiential Learning Using Innovation and Entrepreneurship

    Science.gov (United States)

    Belkhir, Lotfi

    2015-01-01

    In this pedagogical study, we introduce the design and findings of a pilot study on the effectiveness of a new Engineering graduate course, "Total Sustainability Management", in teaching and learning sustainability, both at the cognitive and the management level. The design of an "arms-length" anonymized pre- and post-course…

  15. Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

    Science.gov (United States)

    Nelles, Laura Jayne; Smith, Cathy M.; Lax, Leila R.; Russell, Lynn

    2011-01-01

    The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program…

  16. Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

    Directory of Open Access Journals (Sweden)

    Diego Muñoz Campos

    2017-01-01

    Full Text Available The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

  17. Experiential Learning in Vehicle Dynamics Education via Motion Simulation and Interactive Gaming

    Directory of Open Access Journals (Sweden)

    Kevin Hulme

    2009-01-01

    Full Text Available Creating active, student-centered learning situations in postsecondary education is an ongoing challenge for engineering educators. Contemporary students familiar with visually engaging and fast-paced games can find traditional classroom methods of lecture and guided laboratory experiments limiting. This paper presents a methodology that incorporates driving simulation, motion simulation, and educational practices into an engaging, gaming-inspired simulation framework for a vehicle dynamics curriculum. The approach is designed to promote active student participation in authentic engineering experiences that enhance learning about road vehicle dynamics. The paper presents the student use of physical simulation and large-scale visualization to discover the impact that design decisions have on vehicle design using a gaming interface. The approach is evaluated using two experiments incorporated into a sequence of two upper level mechanical engineering courses.

  18. Experiential Learning in Vehicle Dynamics Education via Motion Simulation and Interactive Gaming

    OpenAIRE

    Hulme, Kevin; Kasprzak, Edward; English, Ken; Moore-Russo, Deborah; Lewis, Kemper

    2009-01-01

    Creating active, student-centered learning situations in postsecondary education is an ongoing challenge for engineering educators. Contemporary students familiar with visually engaging and fast-paced games can find traditional classroom methods of lecture and guided laboratory experiments limiting. This paper presents a methodology that incorporates driving simulation, motion simulation, and educational practices into an engaging, gaming-inspired simulation framework for a vehicle dynamics c...

  19. Chesapeake Bay Climate Study Partnership: Undergraduate Student Experiential Learning on Microclimates at the University of Hawai'i, Hilo

    Science.gov (United States)

    Ozbay, G.; Sriharan, S.; Fan, C.; Adolf, J.

    2015-12-01

    Undergraduate student experiential learning activities focused on microclimates of Hawai'i Island, Hawai'i. Six students from Virginia State University, three students from Delaware State University and faculty advisors were hosted by the University of Hawai'i at Hilo (UHH) Department of Marine Science. This partnership provided integrated, cohesive, and innovative education and research capabilities to minority students on climate change science. Activities included a summer course, instrumentation training, field and laboratory research training, sampling, data collection, logging, analysis, interpretation, report preparation, and research presentation. Most training activities used samples collected during students' field sampling in Hilo Bay. Water quality and phytoplankton data were collected along a 220 degree line transect from the mouth of the Wailuku River to the pelagic zone outside of Hilo Bay into the Pacific Ocean to a distance of 15.5 km. Water clarity, turbidity, chlorophyll, physical water quality parameters, and atmospheric CO2 levels were measured along the transect. Phytoplankton samples were collected for analysis by Scanning Electron Microscopy and Flow Cytometry. Data showed the extent of anthropogenic activity on water quality, with implications for food web dynamics. In addition, atmospheric CO2 concentration, island vegetation, and GPS points were recorded throughout the island of Hawai'i to investigate how variations in microclimate, elevation, and land development affect the amount of CO2 in the atmosphere, vegetation, and water quality. Water quality results at locations near rivers were completely different from other study sites, requiring students' critical thinking skills to find possible reasons for the difference. Our data show a correlation between population density and CO2 concentrations. Anthropogenic activities affecting CO2 and ocean conditions in Hawaiian microclimates can potentially have deleterious effects on the life

  20. Interactive Pre-Simulation Strategies: Engaging Students in Experiential Learning from the Start

    Directory of Open Access Journals (Sweden)

    Beverly J. D. Bye

    2014-02-01

    Full Text Available Decrease in clinical nursing facilities created a need to develop supplemental real-life patient scenarios outside of the traditional nursing units. Over the past five years, there has been a dramatic increase in the number of simulation exercises integrated into the clinical and classroom aspect of nursing education. However, many students are not engaged and are not effectively participating in the simulation. Many students state they are perplexed and do not understand the purpose and roles of simulation, and often do not take it seriously. The challenge to nurse educators is to develop realistic goals and objectives with a variety of activities that occur prior to the actual simulation experience Debriefing is one of the most important aspects of the simulation activity, but if students are not participating, then the learning is not occurring. The key with simulation is to engage students through the use of various strategies that incorporate visual, auditory, tactile, and cognitive learning prior to the simulation experience. This study investigated the use of interactive pre-simulation strategies such as concept mapping, group discussion, teaching, and body mapping prior to the simulation experience. The focus of this research was on student success and knowledge acquisition. The most important overall goal is to engage students prior to the simulation experience in a safe, nonthreatening learning environment in order to allay students' fear of failure and ultimately increase knowledge, retention, and critical thinking. Results of the study have implications on the development and integration of innovative teaching pedagogies.

  1. Danish stable schools for experiential common learning in groups of organic dairy farmers

    DEFF Research Database (Denmark)

    Waarst, M.; Nissen, T.B; Østergaard, I.

    2007-01-01

    in phasing out antibiotics from their herds through promotion of animal health. One way of reaching this goal was to form participatory focused farmer groups in an FFS approach, which was adapted to Danish conditions and named "stable schools." Four stable schools were established and went through a 1-yr......The farmer field school (FFS) is a concept for farmers' learning, knowledge exchange, and empowerment that has been developed and used in developing countries. In Denmark, a research project focusing on explicit non-antibiotic strategies involves farmers who have actively expressed an interest...

  2. Comrades marathon for short-term experiential learning as perceived by physiotherapy students: A short report

    OpenAIRE

    U. Useh; A. Human

    2011-01-01

    This  study  described  the  learning  experiences  of physiotherapy students during the 2009 comrades marathon. A quali-tative  approach  using  focus  group  discussions  was  employed  for  this study.The population for this study was all the 43 B.Sc. physiotherapy final year students of the university of limpopo, who provided physio-therapy services at the 2009 comrades Marathon. forty (93%) students participated in this study. All the participants were black with majo-rity 23 (58%) of th...

  3. Incorporating Experiential Learning Techniques to Improve Self-Efficacy in Clinical Special Care Dentistry Education.

    Science.gov (United States)

    Watters, Amber L; Stabulas-Savage, Jeanine; Toppin, James D; Janal, Malvin N; Robbins, Miriam R

    2015-09-01

    The New York University College of Dentistry has introduced a clinical rotation for fourth-year dental students that focuses on treating people with special health care needs (PSN). The aim of this study was to investigate the hypothesis that clinical experience in treating patients with special health care needs during predoctoral education is associated with increased self-assessed student ability and comfort and therefore self-efficacy. The study also investigated whether other characteristics, such as prior personal or volunteer experience with this population, service-mindedness, and/or the inclination to treat underserved populations, were associated with comfort in treating PSN. A survey was used to assess changes in students' perceived knowledge, beliefs, and attitudes regarding treating PSN before and after the clinical experience for July 2012-June 2013. The survey included questions about students' service-mindedness, comfort, perceptions of abilities of PSN and educational importance of learning to treat PSN, desire for clinical experience, and future intent or interest in treating PSN. Out of 364 students invited to participate, 127 surveys were returned, for a response rate of 34.9%. The results showed statistically significant increases on six items following training: impressions about the importance of oral health among PSN, comfort in treating people with cognitive disabilities and with medical complexities, intent to treat PSN in future practice, interest in including PSN in postgraduate training, and belief that PSN could be treated in the private practice setting. These students reported preferring to learn in the clinical setting over didactic instruction. This clinical experience was associated with improved self-efficacy in treating PSN and increased intentions to treat this population in future practice. Improvements were particularly evident among those with the least prior experience with PSN and were independent of other aspects of the

  4. Field Learning: Experiential Learning through Participant Observation and Self-Reflection of Consumer Behavior at Sporting Events

    Science.gov (United States)

    Schaller, Tracey King

    2018-01-01

    As marketing educators, we can enhance student learning by providing experiences that go beyond the classroom and into the real world. In this way, we encourage students to become lifelong learners where they observe the world around them through the lens of what they have learned. This article describes a project used in an undergraduate-level…

  5. Using Conflict-Management Surveys to Extricate Research out of the "Ivory Tower": An Experiential Learning Exercise

    Science.gov (United States)

    Anakwe, Uzoamaka P.; Purohit, Yasmin S.

    2006-01-01

    Management scholars have encouraged newer approaches to management education combining cognitive lessons with active experiential activities. This article describes how surveys, originally intended for collecting conflict-management data, can be introduced in the classroom to catalyze a deeper understanding of conflict. This article exemplifies…

  6. Web 2.0 and Marketing Education: Explanations and Experiential Applications

    Science.gov (United States)

    Granitz, Neil; Koernig, Stephen K.

    2011-01-01

    Although both experiential learning and Web 2.0 tools focus on creativity, sharing, and collaboration, sparse research has been published integrating a Web 2.0 paradigm with experiential learning in marketing. In this article, Web 2.0 concepts are explained. Web 2.0 is then positioned as a philosophy that can advance experiential learning through…

  7. The History of Winter: A Professional Development "Teacher as Scientist" Experiential Learning Field Experience.

    Science.gov (United States)

    Gabrys, R. E.

    2007-12-01

    Each year since 2000, the NASA Goddard History of Winter (HOW) program has allowed teachers to develop an understanding of the consequences of one segment of the orbit of the tilted Earth in its path around the sun. Scientists from NASA, CRREL, and Michigan Tech, supported by the Whiteface Observatory, and the science program at Northwood School in Lake Placid, New York, use the weather and the stratigraphy in the ice and snow, consequences of the weather changes, as "teachers" in a team study of the winter record. Snow in the air and on the ground, ice, its crystal structure and axial orientation, and the ecosystem consequences of snow and ice constitute the weeklong content package. Teacher Professional Development Standards A, B, C, and D were the guiding principles in developing HOW with a content structure formulated as protocols to serve as inserts into lesson plans and inquiry guides. The concept of HOW within NASA is to provide understanding of the WHY? and WHAT? of satellite remote sensing. The content is appropriate ground validation in that techniques presented in protocols are identical to those used by professionals who study snow pits, evaluate features in snow metamorphism, and study thin sections of ice cores drilled in ice caps and glaciers. The HOW Teacher as scientist (TAS) model is a flexible model. HOW enables teachers who are required to use inquiry-based facilitation in the classroom to experience inquiry themselves. Teachers with little science content background as well as those with Science degrees have participated in HOW working alongside of the science team. Accommodations are made through differentiation of instruction so that each group leaves with a mastery of the content that is appropriate for the transition to presentation in the classroom. Each year builds on the previous year ensuring a time series record of the history of winter-by itself a learning experience. An offshoot of the NASA Goddard Center History of Winter (HOW

  8. "I experienced freedom within the frame of my own narrative": The contribution of psychodrama techniques to experiential learning in teacher training

    Science.gov (United States)

    ter Avest, Ina

    2017-02-01

    To prepare Dutch students in education for critical situations in their professional life as a teacher, part of their training is to ask them to reflect upon their own experiences in their life as a child, a pupil and a student - experiences of crucial moments or with significant others which are still of the utmost importance to them. This article underlines the significance of so-called "experiential learning" in student career counselling. In this context, experiential learning is understood as an extension of in- depth reflection on critical incidents and critical persons in the biography of pre-service teachers. This reflection - customary and effective in Dutch teacher training - is a verbal process. However, this technique does not seem to be adequate for many students from other cultural backgrounds (e.g. second-generation descendants of migrant workers). By consequence, some of these students are not able to take newly offered information on board, but remain imprisoned in their own culture-related narrative, their own ethnic society of mind. Research has shown that for these students, psychodrama techniques, focusing on non-verbal and playful aspects of reflection, seem to be more suitable. The author of this article presents a sample case from a pilot study which used one of the psychodrama techniques called the empty chair. The findings of the pilot study are promising in the sense that experiencing different I- positions does seem to help students from other cultural backgrounds to develop agency in responding to hitherto unfamiliar and confusing situations.

  9. The Effectiveness of Hands-on Health Informatics Skills Exercises in the Multidisciplinary Smart Home Healthcare and Health Informatics Training Laboratories.

    Science.gov (United States)

    Sapci, A H; Sapci, H A

    2017-10-01

    This article aimed to evaluate the effectiveness of newly established innovative smart home healthcare and health informatics laboratories, and a novel laboratory course that focuses on experiential health informatics training, and determine students' self-confidence to operate wireless home health monitoring devices before and after the hands-on laboratory course. Two web-based pretraining and posttraining questionnaires were sent to 64 students who received hands-on training with wireless remote patient monitoring devices in smart home healthcare and health informatics laboratories. All 64 students completed the pretraining survey (100% response rate), and 49 students completed the posttraining survey (76% response rate). The quantitative data analysis showed that 95% of students had an interest in taking more hands-on laboratory courses. Sixty-seven percent of students had no prior experience with medical image, physiological data acquisition, storage, and transmission protocols. After the hands-on training session, 75.51% of students expressed improved confidence about training patients to measure blood pressure monitor using wireless devices. Ninety percent of students preferred to use a similar experiential approach in their future learning experience. Additionally, the qualitative data analysis demonstrated that students were expecting to have more courses with hands-on exercises and integration of technology-enabled delivery and patient monitoring concepts into the curriculum. This study demonstrated that the multidisciplinary smart home healthcare and health informatics training laboratories and the hands-on exercises improved students' technology adoption rates and their self-confidence in using wireless patient monitoring devices. Schattauer GmbH Stuttgart.

  10. The pedagogical value of a student-run community-based experiential learning project: The Yong Loo Lin School of Medicine Public Health Screening.

    Science.gov (United States)

    Wee, Liang En; Yeo, Wei Xin; Tay, Clifton M; Lee, Jeannette J M; Koh, Gerald C H

    2010-09-01

    We assessed the pedagogical value of a student-led community-based experiential learning project called the Public Health Screening (PHS) run by medical and nursing students of the National University of Singapore's Yong Loo Lin School of Medicine (NUS YLLSoM). We conducted a cross-sectional study using a self-administered anonymised questionnaire on medical and nursing students who participated in PHS using the Fund for the Improvement of Postsecondary Education (FIPSE) Survey Instrument. Participants also gave an overall score for their learning experience at the PHS. The participation rate was 93.1% (576/619) for medical students and 100% (37/37) for nursing students. All participants gave the PHS learning experience a high rating (median = 8 out of maximum of 10, inter-quartile range, 7 to 9). A majority of participants felt that PHS had helped them to improve across all domains surveyed. For medical students, those in preclinical years and females were independently more likely to feel that PHS had helped them to improve in communication skills, teamwork, ability to identify social issues, taking action, and gaining and applying their knowledge than those in clinical years and males. Improved ability to interact with patients (β=1.64, 95%CI, 1.01-2.27), appreciation of challenges to healthcare faced by Singaporeans from lower income groups (β=0.93, 95%CI, 0.49-1.37), thinking of others (β=0.70, 95%CI, 0.04-1.37) and tolerance of different people (β =0.63, 95%CI, 0.17-1.10) were strongly associated with the overall rating score. PHS was a positive learning experience in a wide range of domains for all students involved. This suggests that student-organised community-based experiential learning projects have potential educational value for both medical and nursing students.

  11. Value Added: Learning Communities, Experiential Process and Student Engagement in Life Long Learning in the Culinary Arts

    Science.gov (United States)

    Smyth, Thomas J.

    2016-01-01

    Culinary Arts training at the associates level presents a set of challenges to the instructor. It has been my experience that as the work environment is changing, students face new challenges in the kitchen, including a new mix of skills, both technical and social in nature. In this piece, I reflect on a promising learning community model at our…

  12. "I find it odd that people have to highlight other people's differences - even when there are none": Experiential learning and interculturality in teacher education

    Science.gov (United States)

    Dervin, Fred

    2017-02-01

    This article examines the role of experiential learning in developing intercultural competences in the context of teacher education in Finland. Local and foreign students studying to become teachers were asked to write five short narratives each about meaningful intercultural encounters they experienced prior to enrolling in an intercultural course. Based on these narratives, the author analyses the potential overlap between the way the students reflect on and interpret these encounters and an understanding of interculturality which concentrates on the construction of self- other and social justice. The discourse analysis of the students' narratives shows that in most cases, important intercultural learning seems to have already taken place before these students embarked on the course. The article ends with a discussion of the importance of starting from this observation in teacher education and of providing the student teachers with theoretical tools and methods which can support them in expanding their understanding of interculturality in their job as teachers.

  13. Globally Collaborative Experiential Learning

    Directory of Open Access Journals (Sweden)

    Takeshi UTSUMI

    2005-07-01

    Full Text Available ABSTRACT The Global University System (GUS [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve “education and healthcare for all,” anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally Collaborative Environmental Peace Gaming (GCEPG project [Utsumi, 2003] with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision-makers in crisis management, conflict resolution, and negotiation techniques basing on “facts and figures.” The GUS will supply game players from around the world.

  14. Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories

    Directory of Open Access Journals (Sweden)

    Gloria Nogueiras

    2017-05-01

    Full Text Available This study adopts a dynamic systems approach to investigate how individuals successfully manage contextual complexity. To that end, we tracked individuals' emotional trajectories during a challenging training course, seeking qualitative changes–turning points—and we tested their relationship with the perceived complexity of the training. The research context was a 5-day higher education course based on process-oriented experiential learning, and the sample consisted of 17 students. The students used a five-point Likert scale to rate the intensity of 16 emotions and the complexity of the training on 8 measurement points. Monte Carlo permutation tests enabled to identify 30 turning points in the 272 emotional trajectories analyzed (17 students * 16 emotions each. 83% of the turning points indicated a change of pattern in the emotional trajectories that consisted of: (a increasingly intense positive emotions or (b decreasingly intense negative emotions. These turning points also coincided with particularly complex periods in the training as perceived by the participants (p = 0.003, and p = 0.001 respectively. The relationship between positively-trended turning points in the students' emotional trajectories and the complexity of the training may be interpreted as evidence of a successful management of the cognitive conflict arising from the clash between the students' prior ways of meaning-making and the challenging demands of the training. One of the strengths of this study is that it provides a relatively simple procedure for identifying turning points in developmental trajectories, which can be applied to various longitudinal experiences that are very common in educational and developmental contexts. Additionally, the findings contribute to sustaining that the assumption that complex contextual demands lead unfailingly to individuals' learning is incomplete. Instead, it is how individuals manage complexity which may or may not lead to

  15. Development of an instrument to assess the impact of an enhanced experiential model on pharmacy students' learning opportunities, skills and attitudes: A retrospective comparative-experimentalist study

    Directory of Open Access Journals (Sweden)

    Collins John B

    2008-04-01

    Full Text Available Abstract Background Pharmacy schools across North America have been charged to ensure their students are adequately skilled in the principles and practices of pharmaceutical care. Despite this mandate, a large percentage of students experience insufficient opportunities to practice the activities, tasks and processes essential to pharmaceutical care. The objective of this retrospective study of pharmacy students was to: (1 as "proof of concept", test the overall educational impact of an enhanced advanced pharmacy practice experiential (APPE model on student competencies; (2 develop an instrument to measure students' and preceptors' experiences; and (3 assess the psychometric properties of the instrument. Methods A comparative-experimental design, using student and preceptor surveys, was used to evaluate the impact of the enhanced community-based APPE over the traditional APPE model. The study was grounded in a 5-stage learning model: (1 an enhanced learning climate leads to (2 better utilization of learning opportunities, including (3 more frequent student/patient consultation, then to (4 improved skills acquisition, thence to (5 more favorable attitudes toward pharmaceutical care practice. The intervention included a one-day preceptor workshop, a comprehensive on-site student orientation and extending the experience from two four-week experiences in different pharmacies to one eight-week in one pharmacy. Results The 35 student and 38 preceptor survey results favored the enhanced model; with students conducting many more patient consultations and reporting greater skills improvement. In addition, the student self-assessment suggested changes in attitudes favoring pharmaceutical care principles. Psychometric testing showed the instrument to be sensitive, valid and reliable in ascertaining differences between the enhanced and traditional arms. Conclusion The enhanced experiential model positively affects learning opportunities and competency

  16. Human Driving Forces and Their Impacts on Land Use/Land Cover. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    Science.gov (United States)

    Moser, Susanne

    This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module explains that land use/cover change has occurred at all times in all…

  17. An On-Campus Botanical Tour to Promote Student Satisfaction and Learning in a University Level Biodiversity or General Biology Course

    Science.gov (United States)

    Ratnayaka, Harish H.

    2017-01-01

    Outdoor, hands-on and experiential learning, as opposed to instruction-based learning in classroom, increases student satisfaction and motivation leading to a deeper understanding of the subject. However, the use of outdoor exercises in undergraduate biology courses is declining due to a variety of constraints. Thus, the goal of this paper is to…

  18. "Listening to the silence quietly": investigating the value of cultural immersion and remote experiential learning in preparing midwifery students for clinical practice.

    Science.gov (United States)

    Thackrah, Rosalie D; Thompson, Sandra C; Durey, Angela

    2014-10-02

    Cultural immersion programs are increasingly offered to medical and health science students in an effort to provide experiential learning opportunities that focus on 'the self' as well as 'the other'. Immersion programs encourage self-reflection on attitudes towards cultural differences, provide opportunities to build relationships and work with community members, and allow students to apply knowledge and skills learned in training programs in a supervised practice setting. The aim of this paper is to describe midwifery students' reflections on a remote Aboriginal clinical placement that has been offered at a Western Australian university since 2010. Interviews were conducted over a period of 15 months with the first seven participants who completed the program. At the time of interview, four participants were in the final year of their undergraduate degree and three were practicing midwives. In addition, access was given to a detailed journal kept by one participant during the placement. Interviews also were conducted with midwifery staff at the university and practice setting, although the focus of this paper is upon the student experience. Student selection, preparation and learning experiences as well as implications of the placement for midwifery practice are described. The remote clinical placement was highly valued by all students and recommended to others as a profound learning experience. Highlights centred on connections made with community members and cultural knowledge learned experientially, while challenges included geographic and professional isolation and the complexities of health care delivery in remote settings, especially to pregnant and birthing Aboriginal women. All students recognised the transferability of the knowledge and skills acquired to urban settings, and some had already incorporated these learnings into clinical practice. Cultural immersion programs have the potential to provide students with rich learning experiences that cannot be

  19. Are All Hands-On Activities Equally Effective? Effect of Using Plastic Models, Organ Dissections, and Virtual Dissections on Student Learning and Perceptions

    Science.gov (United States)

    Lombardi, Sara A.; Hicks, Reimi E.; Thompson, Katerina V.; Marbach-Ad, Gili

    2014-01-01

    This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or…

  20. The Role of Faculty in Connecting Canadian Undergraduate Arts and Humanities Students to Scholarly Inquiries into Teaching: A Case for Purposeful Experiential Learning

    Directory of Open Access Journals (Sweden)

    Ginny R. Ratsoy

    2016-06-01

    Full Text Available Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models – from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL and related inquiries into teaching and learning are striving to shift attention on their activities from the periphery to a more central position within campus culture – a particular challenge for Arts and Humanities professors, who may find themselves marginalized within SoTL. This article focuses attention on the intersections of experiential learning and SoTL and SoTL-related activity. Students have much to benefit from, and offer to, these activities – beyond their usual role as subjects of studies. I present a framework based on examples from research and my own experiences – with a focus on undergraduate Arts students, who, arguably, have the fewest opportunities for Experiential Learning in general – that illustrates varying degrees of involvement. As Arts faculty attempt to enhance and highlight inquiries into teaching and learning, they would be wise to conjoin them with experiential learning by including students in the process and product. Divers secteurs des universités canadiennes conseillent de plus en plus un assortiment de modèles d’apprentissage hors de la salle de classe – que ce soit par le biais de postes d’assistants à la recherche, de l’apprentissage par le service ou de stages dans le cadre de l’enseignement coopératif. En même temps, les professeurs qui sont actifs dans l’Avancement des connaissances en enseignement et en apprentissage (ACEA et dans des domaines connexes liés à l’enseignement et à l’apprentissage s’efforcent d’attirer l’attention sur leurs activités pour les faire passer de la périphérie à une position plus centrale sur les campus – ce qui s’avère être un

  1. How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective

    Science.gov (United States)

    Zyngier, David

    2017-02-01

    Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching.

  2. Phenomenology of experiential sharing

    DEFF Research Database (Denmark)

    León, Felipe; Zahavi, Dan

    2016-01-01

    The chapter explores the topic of experiential sharing by drawing on the early contributions of the phenomenologists Alfred Schutz and Gerda Walther. It is argued that both Schutz and Walther support, from complementary perspectives, an approach to experiential sharing that has tended to be overl......The chapter explores the topic of experiential sharing by drawing on the early contributions of the phenomenologists Alfred Schutz and Gerda Walther. It is argued that both Schutz and Walther support, from complementary perspectives, an approach to experiential sharing that has tended...

  3. Evaluating Experiential Leader Development: A Programmatic Evaluation and Comparison of the Effectiveness of US Air Force Squadron Officer School Curricula

    Science.gov (United States)

    2008-03-01

    effectiveness as a corporate training tool has been in debate since (Weigand, 1995). Experiential Learning Theory In 1975, David Kolb attempted to...82    ix List of Figures Page 1. Kolb’s Experiential Learning Theory ...to Kolb’s (1984) experiential learning theory (ELT), the dualistic approach to knowledge acquisition and transformation taken by these programs

  4. A teoria da aprendizagem experiencial como alicerce de estudos sobre desenvolvimento profissional The experiential learning theory as the basis for the research about professional development

    Directory of Open Access Journals (Sweden)

    Alessandra Pimentel

    2007-08-01

    Full Text Available A teoria da aprendizagem experiencial consiste em uma abordagem sobre o desenvolvimento do adulto, em especial, do profissional. Segundo seu fundador, o americano David Kolb, a profissionalidade é um percurso permanente de aprendizagem, desde que o indivíduo possa se apropriar de suas experiências de atuação profissional. São discutidos os princípios e conceitos básicos dessa perspectiva, fundamentados na relação entre determinados tipos de aprendizagem, denominados modalidades de aprendizagem, e o desenvolvimento dos processos afetivos, perceptivos, cognitivos e comportamentais, presentes ao longo do percurso profissional ou em situações específicas de aprendizagem, como é o caso de projetos de formação em serviço. A perspectiva holística e integrativa da aprendizagem experiencial se aproxima das tendências contemporâneas que destacam o papel do pensamento reflexivo para melhoria da qualificação profissional. Contudo, a acepção kolbiana segue um caminho próprio, original, com grande potencial de aplicação para estudos e propostas formativas no campo do desenvolvimento profissional.The theory of the experiential learning consists of a perspective about the development of the adult, in special, of the professional. According to its founder, the American David Kolb, the profissionality is a permanent process of learning, provided the individual can assume appropriate the experiences of professional performance. The principles and basic concepts of this approach are presented, based on the relation between certain types of learning and the development of the affectivity, perception, cognition and behavior belonging to the professional life track or in specific situations as it is the case of projects of formation in service. The holistic and integrative perspective of the experiential learning has some proximity with contemporary approaches which emphasize the role of the reflective thought for improvement of the

  5. Light as experiential material

    DEFF Research Database (Denmark)

    Petersen, Kjell Yngve; Søndergaard, Karin

    2013-01-01

    'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which the experience and design of architectural lighting can be approached in research and education......'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which the experience and design of architectural lighting can be approached in research and education...

  6. Light as experiential material

    DEFF Research Database (Denmark)

    Søndergaard, Karin; Petersen, Kjell Yngve

    2013-01-01

    'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which we can approach the experience and design of architectural lighting in research and education.......'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which we can approach the experience and design of architectural lighting in research and education....

  7. A Model for Teaching Experiential Counseling Interventions to Novice Counselors.

    Science.gov (United States)

    Cummings, Anne L.

    1992-01-01

    Describes model for teaching experiential interventions to novice counselors. Includes two experiential interventions that are focus for new model: two-chair approach based on Gestalt therapy principles and resolution of problematic reaction points. Cognitive, affective, and behavioral concepts of model are related to transfer of learning with the…

  8. 1st Hands-on Science Science Fair

    OpenAIRE

    Costa, Manuel F. M.; Esteves. Z.

    2017-01-01

    In school learning of science through investigative hands-on experiments is in the core of the Hands-on Science Network vision. However informal and non-formal contexts may also provide valuable paths for implementing this strategy aiming a better e!ective science education. In May 2011, a "rst country wide “Hands-on Science’ Science Fair” was organized in Portugal with the participation of 131 students that presented 38 projects in all "elds of Science. In this communication we will pr...

  9. Getting Our Hands on History

    Science.gov (United States)

    Hindle, Rob

    2012-01-01

    Adult learning enhances, sometimes changes lives. It is therefore vital that educators do whatever it takes to enable more people from under-represented groups to get involved in learning. This is central to the Workers' Educational Association's (WEA) vision and values. Yet among its range of programmes, some subject areas remain the preserve of…

  10. Issues in reflection and debriefing: how nurse educators structure experiential activities.

    Science.gov (United States)

    Brackenreg, Jenni

    2004-12-01

    Experiential learning is particularly useful in vocational education programs where theory needs to be linked to practice. Although experiential learning is often advocated in nursing education and the importance of debriefing and reflection is almost always espoused, the focus in the literature has tended to be on detailed descriptions of the action phase with little close analysis of how the reflective phase is facilitated. The Lewinian model described by Kolb [Experiential Learning. Experience as Source of Learning and Development, Prentice-Hall, New Jersey, 1984] and the structuring approach suggested by Thiagarajan [Experiential Learning Packages, Prentice-Hall, Englewood Cliffs, NJ, 1980] have been used as the theoretical context for an exploration of how nurse teachers describe their facilitation of the debriefing and reflective phases of experiential learning activities. Explication of the entire planned experiential learning experience is important for increasing the chances of the student being able to close the experiential learning loop. The more covert reflective phases for facilitating experiential learning are crucial and if neglected, or inexpertly and insensitively handled, may at best lead to poor learning outcomes or at worst lead to emotional damage and ;unfinished business' for the student. Interviews with eight experienced university educators elicited descriptions of how they constructed experiential activities with special reference to their descriptions of how the debriefing or reflective phases were structured.

  11. An International Capital Budgeting Experiential Exercise

    Science.gov (United States)

    Manuel, Tim; Tangedahl, Lee

    2009-01-01

    This article describes an experiential exercise that uses a brief simulation model intended to introduce undergraduate international finance students to the complexities in corporate investments in foreign countries. Use of the model requires one or preferably two class periods. Student learning goals include: (a) understanding how different…

  12. An Experiential Exercise in Service Environment Design

    Science.gov (United States)

    Fowler, Kendra; Bridges, Eileen

    2012-01-01

    A new experiential exercise affords marketing students the opportunity to learn to design service environments. The exercise is appropriate for a variety of marketing courses and is especially beneficial in teaching services marketing because the proposed activity complements two other exercises widely used in this course. Service journal and…

  13. The Effects of an Experiential Service-Learning Project on Residential Interior Design Students' Attitudes toward Design and Community

    Science.gov (United States)

    Gomez-Lanier, Lilia

    2016-01-01

    This mixed research methods study explores whether project-based service-learning projects promote greater learning than standard project-based projects and whether introduced earlier into the curriculum promotes a greater student understanding of the world issues affecting their community. The present study focused on comparing sophomore and…

  14. Structuring Assignments to Improve Understanding and Presentation Skills: Experiential Learning in the Capstone Strategic Management Team Presentation

    Science.gov (United States)

    Helms, Marilyn M.; Whitesell, Melissa

    2017-01-01

    In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively…

  15. Experiential Learning--A Case Study of the Use of Computerised Stock Market Trading Simulation in Finance Education

    Science.gov (United States)

    Marriott, Pru; Tan, Siew Min; Marriott, Neil

    2015-01-01

    Finance is a popular programme of study in UK higher education despite it being a challenging subject that requires students to understand and apply complex and abstract mathematical models and academic theories. Educational simulation is an active learning method found to be useful in enhancing students' learning experience, but there has been…

  16. A Review of Learning Styles for Korean Learners of Japanese as a Foreign Language : Focused on Experiential Learning Theory of Kolb

    OpenAIRE

    朴, 志仙

    2008-01-01

    Learning styles have lately attracted considerable attention as a measure which elucidates the influence of individuality on learning. In this article, the concept of learning styles are defined, and earlier literatures concerning learning styles are surveyed, based mainly on Reid's (1995) classification. They are categorized as 3 types; sensory learning style, affective learning style, and cognitive learning style. After that, the learning styles of Korean learners are reviewed. The studies ...

  17. The Surgery Innovation and Entrepreneurship Development Program (SIEDP): An Experiential Learning Program for Surgery Faculty to Ideate and Implement Innovations in Health care.

    Science.gov (United States)

    Servoss, Jonathan; Chang, Connie; Olson, David; Ward, Kevin R; Mulholland, Michael W; Cohen, Mark S

    2017-10-05

    Surgeons are continually engaged in the incorporation of new technologies in their practice. In the operating room and beyond, they combine technical skill with creative problem solving to improve tools and techniques for patient care, making them natural innovators. However, despite their innovative tendencies, education on entrepreneurship and commercialization is severely lacking. Moreover, with increasing pressure to meet productivity metrics, their availability to learn the complexities of commercialization is limited. To address these challenges, we designed the Surgery Innovation and Entrepreneurship Development Program (SIEDP) with the objective to advance faculty innovations, develop new departmental innovation initiatives, and improve faculty education in the area of innovation, entrepreneurship, and commercialization. The SIEDP is a first-of-its-kind experiential learning program specifically designed for busy clinical and research faculty in a major academic surgery department. Participants ideated and formed teams around health care innovations as they progressed through a 9-month curriculum of expert guest lectures and interactive workshops. A postprogram evaluation and outcome tracking method was used to evaluate attainment of educational objectives and project development milestones. The Department of Surgery, University of Michigan Medical School, Ann Arbor, Michigan. Eleven surgery faculty of varying academic rank and surgical subspecialties. The program generated 2 faculty startup companies, 1 departmental commercial product, 3 patent disclosures, and 3 innovations that received additional funding. All participants in the program reported a significant increase in their understanding of innovation and entrepreneurship and that participation was a worthwhile faculty development activity. Despite the various challenges and time constraints of surgical practices, programs like SIEDP can educate surgeons and other academicians on innovation

  18. Comparative clinical study testing the effectiveness of school based oral health education using experiential learning or traditional lecturing in 10 year-old children.

    Science.gov (United States)

    Angelopoulou, Matina V; Kavvadia, Katerina; Taoufik, Konstantina; Oulis, Constantine J

    2015-04-28

    School based oral health education through traditional lecturing has been found successful only in improving oral health knowledge, while has low effectiveness in oral hygiene and gingival health. The aim of this study was to evaluate the effectiveness of experiential learning (EL) oral health education to traditional lecturing (TL), on enhancing oral health knowledge, attitude and behavior as well as oral hygiene, gingival health and caries of 10-year-old children. Eighty-four children were recruited for the EL and 100 for the TL group from 3 locations in Greece. Data regarding oral health knowledge, attitude and behavior were collected via questionnaires. Data regarding dental plaque, gingivitis and caries were collected by clinical examination. The evaluation using questionnaires and clinical examination was assessed at baseline and 6 and 18 months afterwards. Two calibrated pediatric dentists examined the students using a periodontal probe and artificial light. Modified hygiene index (HI) was used for dental plaque recording, the simplified gingival index (GI-S) was used for gingivitis and DMFT, based on BASCD criteria, for dental caries. Based on a dedicated manual, the teacher applied in the classroom the oral health educational program using EL. EL group had statistically significant better hygiene than the TL at 6 months (p 0.05) and attitude (p > 0.05) at 6 months in comparison to baseline. EL program was found more successful than TL in oral hygiene improvement. Both oral health education programs improved the oral health knowledge, attitude and behavior of children. ClinicalTrials.gov (NCT02320162).

  19. Improving family medicine resident training in dementia care: an experiential learning opportunity in Primary Care Collaborative Memory Clinics.

    Science.gov (United States)

    Lee, Linda; Weston, W Wayne; Hillier, Loretta; Archibald, Douglas; Lee, Joseph

    2018-06-21

    Family physicians often find themselves inadequately prepared to manage dementia. This article describes the curriculum for a resident training intervention in Primary Care Collaborative Memory Clinics (PCCMC), outlines its underlying educational principles, and examines its impact on residents' ability to provide dementia care. PCCMCs are family physician-led interprofessional clinic teams that provide evidence-informed comprehensive assessment and management of memory concerns. Within PCCMCs residents learn to apply a structured approach to assessment, diagnosis, and management; training consists of a tutorial covering various topics related to dementia followed by work-based learning within the clinic. Significantly more residents who trained in PCCMCs (sample = 98), as compared to those in usual training programs (sample = 35), reported positive changes in knowledge, ability, and confidence in ability to assess and manage memory problems. The PCCMC training intervention for family medicine residents provides a significant opportunity for residents to learn about best clinical practices and interprofessional care needed for optimal dementia care integrated within primary care practice.

  20. Experiential learning implementation based on joint responsibility in women's cooperative development (Case study on Farmer Women Cooperative, Sumedang, West Java)

    Science.gov (United States)

    Suseno, Gijanto Purbo; Nataliningsih

    2017-09-01

    Cooperative extension is one form of non-formal education. The follow up of cooperative extension is a coaching that aims to cooperative boards and members apply the knowledge and skills acquired during extension. Learning from the experience (experience learning) of others combined with the concept of joint responsibility is expected to develop the participation of cooperative members as indicated by the repayment of loans on time. The research was conducted at Sumedang Farmer Women Cooperative of West Java with the stages of cooperative extension and coaching for 6 months so it can be evaluated its impact. The results showed that from 30 extension participants who stated willingness to be a member of joint responsibility group as many as 15 people (50%), which then divided into 3 groups of mutual responsibility with member of each group is 5 people. The result of impact evaluation showed the development of group dynamics of the joint liability shown by 9 people (60%) developing business, 3 people (20%) business stagnant and 3 (20%) less profitable business. Implementation of experiental learning based on the concept of mutual responsibility encourages the improvement of entrepreneurship and cooperative skills and the ability of members to pay loan installments on cooperatives in a timely manner.

  1. Collaboration in experiential therapy.

    Science.gov (United States)

    Berdondini, Lucia; Elliott, Robert; Shearer, Joan

    2012-02-01

    We offer a view of the nature and role of client-therapist collaboration in experiential psychotherapy, focusing on Gestalt and emotion-focused therapy (EFT). We distinguish between the necessary condition of mutual trust (the emotional bond between client and therapist) and effective collaboration (regarding the goals and tasks of therapy). Using a case study of experiential therapy for social anxiety, we illustrate how the development of collaboration can be both complex and pivotal for therapeutic success, and how it can involve client and therapist encountering one another through taking risks by openly and nonjudgementally disclosing difficult experiences in order to enrich and advance the work. © 2012 Wiley Periodicals, Inc.

  2. Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics

    Science.gov (United States)

    Wang, Youjun

    2009-01-01

    In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in…

  3. A Hands-On Approach To Teaching Microcontroller

    Directory of Open Access Journals (Sweden)

    Che Fai Yeong

    2013-02-01

    Full Text Available Practice and application-oriented approach in education is important, and some research on active learning and cooperative problem-solving have shown that a student will learn faster and develop communication skill, leadership and team work through these methods. This paper presents a study of student preference and performance while learning the microcontroller subject with a 2-day curriculum that emphasized on hands-on approach. The curriculum uses the PIC16F877A microcontroller and participants learned to develop basic circuits and several other applications. Programming was completed on the MPLAB platform. Results show that participants had better understanding in this subject after attending the hands-on course.

  4. Learning by Doing.

    Science.gov (United States)

    Schettler, Joel

    2002-01-01

    Suggests that, as people become the key differentiation of competitive advantage, companies are turning to experiential learning programs to foster work force collaboration and cooperation. Discusses the history of experiential learning and its application in the workplace. (JOW)

  5. Motivation in Experiential Education

    OpenAIRE

    Porada, Petr

    2007-01-01

    This project is dedicated to study of motivation in experiential courses. More exactly it tries to describe motivation means suitable for teenage trainees to make them cooperate willingly and actively on course asset. And not just that. It also describes factors which have influence on quality and quantity of aplicated effort, manners how to enforce trainees to carry on working when some problem appears and also how the motivation is affected by the instructor's and peers' admittance. The pro...

  6. Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Colleen McCabe

    2017-09-01

    Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

  7. Taking Experiential Givenism Seriously

    Directory of Open Access Journals (Sweden)

    Shane J. Ralston

    2013-07-01

    Full Text Available In the past few years, a small but intense debate has transpired on the margins of mainstream scholarship in the discipline of Philosophy, particularly within the subfield of American pragmatism. While most philosophical pragmatists dedicate their attention to questions concerning how ideas improve experience (or the theory–practice continuum, those participating in this exchange have shown greater concern for an issue that is, at its core, a theoretical matter: Does the theory of experience espoused by the classic American philosopher John Dewey succumb to what contemporary analytic philosophers—for instance, Wilfred Sellars, Donald Davidson, and John McDowell—call the Myth of the Given? One commentator, Scott Aikin, claims that Dewey relied on noninferential and nonconceptual content or givens as perceptual inputs for cognitive experience. The upshot of Aikin’s objection is that these experiential givens constitute a proxy epistemological foundation for the beliefs that flow from inquiry—a position clearly in conflict with Dewey’s commitment to antifoundationalism. The objection assumes a slightly different form in the hands of another scholar of American pragmatism, Colin Koopman. Gregory Pappas and David Hildebrand respond to Koopman’s version of the objection. The goals of this article are to clarify the objection, highlight the stakes in the debate, identify misunderstandings of Dewey’s experiential metaphysics on both sides, and determine why the experiential givenism objection merits serious philosophical scrutiny in the future.

  8. Experiential narrative in game environments

    OpenAIRE

    Calleja, Gordon; Digital Games Research Association (DiGRA) 2009 Conference

    2009-01-01

    This paper explores the contentious notion of experiential narrative and proposes the first step in a narrative framework for game environment. It argues for a shift in emphasis from story-telling, the dominant mode of narrative in literature and cinema, to story generation. To this effect the paper forwards a perspective on experiential narrative that is grounded in the specific qualities of the game. This avoids the over-generalization that tends to accompany discussions of experiential nar...

  9. The Use of Qualitative Case Studies as an Experiential Teaching Method in the Training of Pre-Service Teachers

    Science.gov (United States)

    Arseven, Ilhami

    2018-01-01

    This study presents the suitability of case studies, which is a qualitative research method and can be used as a teaching method in the training of pre-service teachers, for experiential learning theory. The basic view of experiential learning theory on learning and the qualitative case study paradigm are consistent with each other within the…

  10. Hands-On Skills for Caregivers

    Science.gov (United States)

    ... A + A You are here Home Hands-On Skills for Caregivers Printer-friendly version When you’re ... therapist who can help you develop your transferring skills. Allow for their reality Remember to accept your ...

  11. Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

    Science.gov (United States)

    Dueñas, Gladys G.; Zanoni, Aileen; Grover, Anisha B.

    2016-01-01

    Objective. To prepare first-year and second-year pharmacy and medical students to build effective collaborative health care teams by participating in an interprofessional experiential 6-semester course series. Design. An interprofessional experiential course series was designed using a variety of teaching methods to achieve both interprofessional and experiential learning outcomes. A standardized objective behavioral assessment was developed to measure team performance of interprofessional communication and teamwork. In addition, student perceptions were measured using a validated instrument. Assessment. A majority of teams demonstrated appropriate competence with respect to interprofessional communication and teamwork. Additionally, a majority of students expressed positive perceptions of interprofessional collaboration with respect to teamwork, roles and responsibilities, and patient outcomes. Conclusion. An interprofessional experiential course series can be successfully implemented to achieve both interprofessional and experiential learning outcomes. Highly collaborative teams and positive student perceptions provide evidence of achievement of interprofessional education learning outcomes. PMID:27402988

  12. Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms

    Science.gov (United States)

    Drake, Kay N.; Long, Deborah

    2009-01-01

    Seeking improved student performance in elementary schools has led educators to advocate inquiry-based teaching approaches, including problem-based learning (PBL). In PBL, students simultaneously develop problem-solving strategies, disciplinary knowledge bases, collaborative skills, and dispositions. Research into the efficacy of PBL in elementary…

  13. Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education

    Science.gov (United States)

    Collins, Rachel; Paisley, Karen; Sibthorp, Jim; Gookin, John

    2011-01-01

    To be effective, experiential educators need to understand the developmental characteristics of their students so that they can tailor their programs to their capabilities. Often, their primary population consists of teens or college students. Recognizing that learning is a primary objective of experiential education programs, experiential…

  14. Unifying Psychology and Experiential Education: Toward an Integrated Understanding of "Why" It Works

    Science.gov (United States)

    Houge Mackenzie, Susan; Son, Julie S.; Hollenhorst, Steve

    2014-01-01

    This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state…

  15. The Citizen Science Program "H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change" teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. This is a continuation of the Program presented last year at the Poster Session.

    Science.gov (United States)

    Weiss, N. K.; Wood, J. H.

    2017-12-01

    TThe Citizen Science Program H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to Ocean Quest where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by Ocean Quest.

  16. Faculty Workshops for Teaching Information Assurance through Hands-On Exercises and Case Studies

    Science.gov (United States)

    Yuan, Xiaohong; Williams, Kenneth; Yu, Huiming; Rorrer, Audrey; Chu, Bei-Tseng; Yang, Li; Winters, Kathy; Kizza, Joseph

    2017-01-01

    Though many Information Assurance (IA) educators agree that hands-on exercises and case studies improve student learning, hands-on exercises and case studies are not widely adopted due to the time needed to develop them and integrate them into curricula. Under the support of the National Science Foundation (NSF) Scholarship for Service program, we…

  17. Applications of GIS and Other Geophysical Research Skills to Development and Experiential Education in Baray District, Cambodia

    Science.gov (United States)

    Zunino, A. J., III

    2017-12-01

    The presented assemblage of data and maps was collected and created from May 20th to 25th, 2017 on Hong Kong's Independent Schools Foundation (ISF) Academy's trip to the district of Baray, Cambodia, where students participated in an experiential learning program (ELP) in the rural village of Dharmrai Slaap. The focus of this data and mapping is to display development trends both static within Dharmrai Slaap as well as over time as ISF continues to serve the village. Ultimately the hope is that these resources will help all involved to better understand the needs of the community. The primary takeaways from this project with relation to topics of a geophysical nature are the application of scientific research techniques to the issue of development, the teaching of these applications to high school students within an experiential learning context, and ultimately the application of geophysical topics beyond the science classroom. Within 5 short days in Cambodia students: Gained a brief, hands-on introduction to ArcGIS via the design of the project's basemap. Applied quantitative research techniques to social science via the conducting of household interviews. Conducted spatial data collection in the field via the use of handheld GPS devices. Gained hands-on experience with soil coring and water sampling equipment collecting data in the field. Sociological and scientific attributes gathered by students in the field were then assigned spatial data based on coordinates recorded and ported into ArcGIS. Based on the information gathered a selection of maps could then be prepared to reflect trends and needs within the community. This record of spatial data ties into the service component of the experiential learning program, as over the years as this GIS project continues students will be able to see the community's upward trend toward development as a reflection of their service. It is through this application of geophysical research skills and approaches that the topic of

  18. Experiential Approach to Teaching Statistics and Research Methods ...

    African Journals Online (AJOL)

    Statistics and research methods are among the more demanding topics for students of education to master at both the undergraduate and postgraduate levels. It is our conviction that teaching these topics should be combined with real practical experiences. We discuss an experiential teaching/ learning approach that ...

  19. School-Based Experiential Outdoor Education: A Neglected Necessity

    Science.gov (United States)

    James, Joan K.; Williams, Theresa

    2017-01-01

    In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

  20. A Recruiting and Hiring Role-Play: An Experiential Simulation

    Science.gov (United States)

    Newberry, Robert; Collins, Marianne K.

    2012-01-01

    Creating experiential learning opportunities that engage students, meet marketing curricula objectives, and fit the application in a traditional semester course is extremely challenging. This paper describes a role-playing simulation offered concurrently to the professional selling and sales management classes in which the selling students act as…

  1. Parts of the Whole: Hands On Statistics

    Directory of Open Access Journals (Sweden)

    Dorothy Wallace

    2018-01-01

    Full Text Available In this column we describe a hands-on data collection lab for an introductory statistics course. The exercise elicits issues of normality, sampling, and sample mean comparisons. Based on volcanology models of tephra dispersion, this lab leads students to question the accuracy of some assumptions made in the model, particularly regarding the normality of the dispersal of tephra of identical size in a given atmospheric layer.

  2. Discovering SQL A Hands-On Guide for Beginners

    CERN Document Server

    Kriegel, Alex

    2011-01-01

    Teaching the SQL skills that businesses demand when hiring programmers If you're a SQL beginner, you don't just want to learn SQL basics, you also want to get some practical SQL skills you can use in the job market. This book gives you both. Covering the basics through intermediate topics with clear explanations, hands-on exercises, and helpful solutions, this book is the perfect introduction to SQL. Topics include both the current SQL:2008 standards, the upcoming SQL:2011 standards, and also how to use SQL against current releases of the most popular commercial SQL databases, such as Oracle,

  3. Engaging Citizens In Discussions of Coastal Climate ChangeTwo examples of place-based research that engaged community members will be presented. Lessons learned in how to engage community members and working with high school students and hands-on learning across generations can provide insights into social and ecosystem change will be shared.

    Science.gov (United States)

    Kruger, L. E.; Johnson, A. C.

    2017-12-01

    By engaging community members as research partners, people become not just the subject of the story, they become storytellers as well. Participatory community-based research that engages community residents in gathering and sharing their lived experiences is instrumental in connecting people to each other and their forests and forest science and helpful when confronted by change. Two examples of place-based research that engaged community members as researchers will be presented. What factors led to collaborative outcomes that integrated citizen-informed knowledge with scientific knowledge? What lessons were learned in how best to engage community members? How did working with high school students draw even hesitant members of the community to participate? By strengthening bonds between students and their communities, both natural and social environments, we can provide young people with opportunities to better understand how they fit into the greater community and their natural environment. Hands-on learning that explores experiences in nature across generations can benefit communities, especially youth, and can provide insights into social and ecosystem change.

  4. 未来学习空间应用效果评价--以北京师范大学未来学习体验中心为例%Evaluation of the Future Learning Space:A Case Analysis of the Future Experiential Learning Center at Beijing Normal University

    Institute of Scientific and Technical Information of China (English)

    宋畅; 刘月; 陈悦; 李秋菊; 江丰光

    2015-01-01

    Research on active learning spaces has attracted great attention in recent years. A focus of the research is the design and use of these spaces that provide diverse and comfortable learning experiences. In 2014, the Future Ex-periential Learning Center at Beijing Normal University which contained eight classrooms with different functions was opened. They are interactive discussion classroom, interactive teaching classroom, interactive group-learning class-room, teacher education-training classroom, international cooperation remote classroom, mobile learning classroom, explore learning classroom, and recording and broadcasting control room. Twenty-one classes were taught in the Fu-ture Experiential Learning Center with eighteen teachers and more than 300 students involved. This study employed a combination of quantitative and qualitative methods to systematically evaluate the design and effects of the active learn-ing space at the Future Experiential Learning Center. We used questionnaires, interviews, and classroom observations to obtain data about student and teacher satisfaction and classroom interaction. Student satisfaction survey involved all the students. Questionnaires were sent to 215 students and 180 questionnaires were ultimate recovered. Teacher satis-faction survey was a sampling survey. Interviews were conducted with four typical teachers among all the eighteen teachers. Classroom observations were carried out in four typical classes which were chosen from all the twenty-one classes. The study found that students and teachers were overall satisfied with the classroom and believed the Future Learning Space could better support teaching. Firstly, the questionnaires showed that the mean value of the student satisfaction was 3. 90 (M=3. 90) which indicated the students were satisfied with the classroom generally. In all eight dimensions, there were five dimensions of which mean values were higher than the overall average (M=3. 90). They were classroom

  5. Hands-on physics displays for undergraduates

    Science.gov (United States)

    Akerlof, Carl W.

    2014-07-01

    Initiated by Frank Oppenheimer in 1969, the Exploratorium in San Francisco has been the model for hands-on science museums throughout the world. The key idea has been to bring people with all levels of scientific background in contact with interesting and attractive exhibits that require the active participation of the visitor. Unfortunately, many science museums are now forced to cater primarily to very young audiences, often 8 years old or less, with predictable constraints on the intellectual depth of their exhibits. To counter this trend, the author has constructed several hands-on displays for the University of Michigan Physics Department that demonstrate: (1) magnetic levitation of pyrolytic graphite, (2) the varied magnetic induction effects in aluminum, copper and air, (3) chaotic motion of a double pendulum, (4) conservation of energy and momentum in a steel ball magnetic accelerator, (5) the diffraction pattern of red and green laser pointer beams created by CDs and DVDs, (6) a magnetic analog of the refraction of light at a dielectric boundary and (7) optical rotation of light in an aqueous fructose solution. Each of these exhibits can be constructed for something like $1000 or less and are robust enough to withstand unsupervised public use. The dynamic behavior of these exhibits will be shown in accompanying video sequences. The following story has a history that goes back quite a few years. In the late 70's, I was spending time at the Stanford Linear Accelerator Center accompanied by my family that included our two grade school children. Needless to say, we much enjoyed weekend excursions to all sorts of interesting sites in the Bay Area, especially the Exploratorium, an unusual science museum created by Frank Oppenheimer that opened in 1969. The notion that exhibits would be designed specifically for "hands-on" interactions was at that time quite revolutionary. This idea captivated a number of people everywhere including a friend in Ann Arbor, Cynthia

  6. Using mockups for hands-on training

    International Nuclear Information System (INIS)

    Morris, A.R.

    1991-01-01

    The presentation of Using Mockups for Hands-on Training will be a slide presentation showing slides of mockups that are used by the Westinghouse Hanford Company in Maintenance Training activities. This presentation will compare mockups to actual plant equipment. It will explain the advantages and disadvantages of using mockups. The presentation will show students using the mockups in the classroom environment and slides of the actual plant equipment. The presentation will discuss performance-based training. This part of the presentation will show slides of students doing hands-on training on aerial lifts, fork trucks, and crane and rigging applications. Also shown are mockups that are used for basic hydraulics; hydraulic torquing; refrigeration and air conditioning; valve seat repair; safety relief valve training; and others. The presentation will discuss functional duplicate equipment and simulated nonfunctional equipment. The presentation will discuss the acquisition of mockups from spare parts inventory or from excess parts inventory. The presentation will show attendees how the mockups are used to enhance the training of the Hanford Site employees and how similar mockups could be used throughout the nuclear industry

  7. Final-year veterinary students' perceptions of their communication competencies and a communication skills training program delivered in a primary care setting and based on Kolb's Experiential Learning Theory.

    Science.gov (United States)

    Meehan, Michael P; Menniti, Marie F

    2014-01-01

    Veterinary graduates require effective communication skills training to successfully transition from university into practice. Although the literature has supported the need for veterinary student communication skills training programs, there is minimal research using learning theory to design programs and explore students' perceptions of such programs. This study investigated veterinary students' perceptions of (1) their communication skills and (2) the usefulness of a communication skills training program designed with Kolb's Experiential Learning Theory (ELT) as a framework and implemented in a primary care setting. Twenty-nine final-year veterinary students from the Ontario Veterinary College attended a 3-week communication skills training rotation. Pre- and post-training surveys explored their communication objectives, confidence in their communication skills, and the usefulness of specific communication training strategies. The results indicated that both before and after training, students were most confident in building rapport, displaying empathy, recognizing how bonded a client is with his or her pet, and listening. They were least confident in managing clients who were angry or not happy with the charges and who monopolized the appointment. Emotionally laden topics, such as breaking bad news and managing euthanasia discussions, were also identified as challenging and in need of improvement. Interactive small-group discussions and review of video-recorded authentic client appointments were most valuable for their learning and informed students' self-awareness of their non-verbal communication. These findings support the use of Kolb's ELT as a theoretical framework and of video review and reflection to guide veterinary students' learning of communication skills in a primary care setting.

  8. The Czech Approach to Outdoor Adventure and Experiential Education: The Influence of Jaroslav Foglar's Work

    Science.gov (United States)

    Jirásek, Ivo; Turcova, Ivana

    2017-01-01

    While key personalities often connected with the roots of outdoor education and experiential learning, like Dewey, Seton, Hahn or Naess, are well known internationally, Jaroslav Foglar, a Czech outdoor and experiential educator, is mostly unknown to the international audience. The article adds to the literature related to Czech outdoor experience…

  9. A Low-Tech, Hands-On Approach To Teaching Sorting Algorithms to Working Students.

    Science.gov (United States)

    Dios, R.; Geller, J.

    1998-01-01

    Focuses on identifying the educational effects of "activity oriented" instructional techniques. Examines which instructional methods produce enhanced learning and comprehension. Discusses the problem of learning "sorting algorithms," a major topic in every Computer Science curriculum. Presents a low-tech, hands-on teaching method for sorting…

  10. Of Heart & Kidneys: Hands-On Activities for Demonstrating Organ Function & Repair

    Science.gov (United States)

    Kao, Robert M.

    2014-01-01

    A major challenge in teaching organ development and disease is deconstructing a complex choreography of molecular and cellular changes over time into a linear stepwise process for students. As an entry toward learning developmental concepts, I propose two inexpensive hands-on activities to help facilitate learning of (1) how to identify defects in…

  11. Hands-on lessons in ergonomics for youth

    Energy Technology Data Exchange (ETDEWEB)

    Bennett, C; Alexandre, M; Jacobs, K

    2005-09-29

    Ergonomics risk factors apply to everybody. Numerous adults have experienced disabling injuries related to use of computers and other forms of technology. Now children are using technology even more than adults. Increasingly ergonomics risk factors are being recognized as present in the world of children. Outreach to schools and the surrounding community by employers may help protect the future work force. A growing body of researchers believe that children can benefit from the early introduction of ergonomics awareness and preventative measures. While individual representatives of the educational system may embrace the concept of introducing ergonomics into the classroom, a number of barriers can prevent implementation of integrated programs. Some of the barriers to introducing ergonomics in schools have been absence of a tie to educational standards, the existing demands on teaching hours, and the absence of easily executable lesson plans. Ergonomics is rarely included in teacher training and professional ergonomics expertise is needed for the development of a class-based program. As part of Strategic Vision plan for 2025, a National Laboratory identified community outreach and the future workforces as key areas for initiatives. A series of hands-on interactive modules have been developed by professional ergonomics specialists. They are being tested with elementary, middle and high school students. Where possible, the content has been tied to the educational standards in the State of California in the USA. Currently the modules include grip strength, effective breathing, optimal keyboard and mouse positions, optimizing chairs, posture and movement, backpack safety and safe lifting. Each module takes the students through a related activity or experience. An individual worksheet asks them questions about the experience and guides them to consider implications in their activities of daily living. A module on hearing is under development. The goal is to have a

  12. Hands-on courses in petroleum engineering improve performance

    Energy Technology Data Exchange (ETDEWEB)

    Abou-Kassem, J.H.; Islam, M.R. [Regina Univ., Regina, SK (Canada)

    1999-07-01

    A hands-on methodology was employed to teach eight lecture-based courses in the United Arab Emirates University in which initially two petroleum engineering courses were used to test the methodology. The courses are considered to be basic to petroleum engineering. Although the courses did not have any impact on the overall student grades, the courses stimulated independent thought among students who were not previously used to this mode of thinking. Students were exposed to laboratory experiments and project works that were considered previously to be too-difficult-to-handle by undergraduate students. The course methodology was more acceptable to the female than the male population. The course methodology centered on creative thinking, questioning the establishment methods and critiquing conventional modes of thinking. Despite the differences between male and female students, overall the student population recognized that their ability to think independently and critically improved after taking the course. An appendix contains examples of learning modules. 18 refs.

  13. Embedding Hands-On Mini Laboratory Experiences in a Core Undergraduate Fluid Mechanics Course: A Pilot Study

    Science.gov (United States)

    Han, Duanduan; Ugaz, Victor

    2017-01-01

    Three self-contained mini-labs were integrated into a core undergraduate fluid mechanics course, with the goal of delivering hands-on content in a manner scalable to large class sizes. These mini-labs supported learning objectives involving friction loss in pipes, flow measurement, and centrifugal pump analysis. The hands-on experiments were…

  14. Reflective Pedagogy: Making Meaning in Experiential Based Online Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-07-01

    Full Text Available The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.

  15. Machine Learning-Augmented Propensity Score-Adjusted Multilevel Mixed Effects Panel Analysis of Hands-On Cooking and Nutrition Education versus Traditional Curriculum for Medical Students as Preventive Cardiology: Multisite Cohort Study of 3,248 Trainees over 5 Years

    Science.gov (United States)

    Dart, Lyn; Vanbeber, Anne; Smith-Barbaro, Peggy; Costilla, Vanessa; Samuel, Charlotte; Terregino, Carol A.; Abali, Emine Ercikan; Dollinger, Beth; Baumgartner, Nicole; Kramer, Nicholas; Seelochan, Alex; Taher, Sabira; Deutchman, Mark; Evans, Meredith; Ellis, Robert B.; Oyola, Sonia; Maker-Clark, Geeta; Budnick, Isadore; Tran, David; DeValle, Nicole; Shepard, Rachel; Chow, Erika; Petrin, Christine; Razavi, Alexander; McGowan, Casey; Grant, Austin; Bird, Mackenzie; Carry, Connor; McGowan, Glynis; McCullough, Colleen; Berman, Casey M.; Dotson, Kerri; Sarris, Leah; Harlan, Timothy S.; Co-investigators, on behalf of the CHOP

    2018-01-01

    Background Cardiovascular disease (CVD) annually claims more lives and costs more dollars than any other disease globally amid widening health disparities, despite the known significant reductions in this burden by low cost dietary changes. The world's first medical school-based teaching kitchen therefore launched CHOP-Medical Students as the largest known multisite cohort study of hands-on cooking and nutrition education versus traditional curriculum for medical students. Methods This analysis provides a novel integration of artificial intelligence-based machine learning (ML) with causal inference statistics. 43 ML automated algorithms were tested, with the top performer compared to triply robust propensity score-adjusted multilevel mixed effects regression panel analysis of longitudinal data. Inverse-variance weighted fixed effects meta-analysis pooled the individual estimates for competencies. Results 3,248 unique medical trainees met study criteria from 20 medical schools nationally from August 1, 2012, to June 26, 2017, generating 4,026 completed validated surveys. ML analysis produced similar results to the causal inference statistics based on root mean squared error and accuracy. Hands-on cooking and nutrition education compared to traditional medical school curriculum significantly improved student competencies (OR 2.14, 95% CI 2.00–2.28, p < 0.001) and MedDiet adherence (OR 1.40, 95% CI 1.07–1.84, p = 0.015), while reducing trainees' soft drink consumption (OR 0.56, 95% CI 0.37–0.85, p = 0.007). Overall improved competencies were demonstrated from the initial study site through the scale-up of the intervention to 10 sites nationally (p < 0.001). Discussion This study provides the first machine learning-augmented causal inference analysis of a multisite cohort showing hands-on cooking and nutrition education for medical trainees improves their competencies counseling patients on nutrition, while improving students' own diets. This study suggests that

  16. Machine Learning-Augmented Propensity Score-Adjusted Multilevel Mixed Effects Panel Analysis of Hands-On Cooking and Nutrition Education versus Traditional Curriculum for Medical Students as Preventive Cardiology: Multisite Cohort Study of 3,248 Trainees over 5 Years.

    Science.gov (United States)

    Monlezun, Dominique J; Dart, Lyn; Vanbeber, Anne; Smith-Barbaro, Peggy; Costilla, Vanessa; Samuel, Charlotte; Terregino, Carol A; Abali, Emine Ercikan; Dollinger, Beth; Baumgartner, Nicole; Kramer, Nicholas; Seelochan, Alex; Taher, Sabira; Deutchman, Mark; Evans, Meredith; Ellis, Robert B; Oyola, Sonia; Maker-Clark, Geeta; Dreibelbis, Tomi; Budnick, Isadore; Tran, David; DeValle, Nicole; Shepard, Rachel; Chow, Erika; Petrin, Christine; Razavi, Alexander; McGowan, Casey; Grant, Austin; Bird, Mackenzie; Carry, Connor; McGowan, Glynis; McCullough, Colleen; Berman, Casey M; Dotson, Kerri; Niu, Tianhua; Sarris, Leah; Harlan, Timothy S; Co-Investigators, On Behalf Of The Chop

    2018-01-01

    Cardiovascular disease (CVD) annually claims more lives and costs more dollars than any other disease globally amid widening health disparities, despite the known significant reductions in this burden by low cost dietary changes. The world's first medical school-based teaching kitchen therefore launched CHOP-Medical Students as the largest known multisite cohort study of hands-on cooking and nutrition education versus traditional curriculum for medical students. This analysis provides a novel integration of artificial intelligence-based machine learning (ML) with causal inference statistics. 43 ML automated algorithms were tested, with the top performer compared to triply robust propensity score-adjusted multilevel mixed effects regression panel analysis of longitudinal data. Inverse-variance weighted fixed effects meta-analysis pooled the individual estimates for competencies. 3,248 unique medical trainees met study criteria from 20 medical schools nationally from August 1, 2012, to June 26, 2017, generating 4,026 completed validated surveys. ML analysis produced similar results to the causal inference statistics based on root mean squared error and accuracy. Hands-on cooking and nutrition education compared to traditional medical school curriculum significantly improved student competencies (OR 2.14, 95% CI 2.00-2.28, p < 0.001) and MedDiet adherence (OR 1.40, 95% CI 1.07-1.84, p = 0.015), while reducing trainees' soft drink consumption (OR 0.56, 95% CI 0.37-0.85, p = 0.007). Overall improved competencies were demonstrated from the initial study site through the scale-up of the intervention to 10 sites nationally ( p < 0.001). This study provides the first machine learning-augmented causal inference analysis of a multisite cohort showing hands-on cooking and nutrition education for medical trainees improves their competencies counseling patients on nutrition, while improving students' own diets. This study suggests that the public health and medical sectors can

  17. Machine Learning-Augmented Propensity Score-Adjusted Multilevel Mixed Effects Panel Analysis of Hands-On Cooking and Nutrition Education versus Traditional Curriculum for Medical Students as Preventive Cardiology: Multisite Cohort Study of 3,248 Trainees over 5 Years

    Directory of Open Access Journals (Sweden)

    Dominique J. Monlezun

    2018-01-01

    Full Text Available Background. Cardiovascular disease (CVD annually claims more lives and costs more dollars than any other disease globally amid widening health disparities, despite the known significant reductions in this burden by low cost dietary changes. The world’s first medical school-based teaching kitchen therefore launched CHOP-Medical Students as the largest known multisite cohort study of hands-on cooking and nutrition education versus traditional curriculum for medical students. Methods. This analysis provides a novel integration of artificial intelligence-based machine learning (ML with causal inference statistics. 43 ML automated algorithms were tested, with the top performer compared to triply robust propensity score-adjusted multilevel mixed effects regression panel analysis of longitudinal data. Inverse-variance weighted fixed effects meta-analysis pooled the individual estimates for competencies. Results. 3,248 unique medical trainees met study criteria from 20 medical schools nationally from August 1, 2012, to June 26, 2017, generating 4,026 completed validated surveys. ML analysis produced similar results to the causal inference statistics based on root mean squared error and accuracy. Hands-on cooking and nutrition education compared to traditional medical school curriculum significantly improved student competencies (OR 2.14, 95% CI 2.00–2.28, p<0.001 and MedDiet adherence (OR 1.40, 95% CI 1.07–1.84, p=0.015, while reducing trainees’ soft drink consumption (OR 0.56, 95% CI 0.37–0.85, p=0.007. Overall improved competencies were demonstrated from the initial study site through the scale-up of the intervention to 10 sites nationally (p<0.001. Discussion. This study provides the first machine learning-augmented causal inference analysis of a multisite cohort showing hands-on cooking and nutrition education for medical trainees improves their competencies counseling patients on nutrition, while improving students’ own diets. This

  18. Negotiating and Reshaping Christian Values and Professional Identities through Action Research: Experiential Learning and Professional Development among Christian Religious Education Teachers

    Science.gov (United States)

    Johannessen, Øystein Lund

    2015-01-01

    In European societies, major patterns of plurality have changed over recent decades due to modernization and globalization. In schools, these new patterns of plurality have consequences for learning processes and may be challenging for students and teachers. This article investigates these issues, taking as its point of departure the way they…

  19. An Educational Model for Hands-On Hydrology Education

    Science.gov (United States)

    AghaKouchak, A.; Nakhjiri, N.; Habib, E. H.

    2014-12-01

    This presentation provides an overview of a hands-on modeling tool developed for students in civil engineering and earth science disciplines to help them learn the fundamentals of hydrologic processes, model calibration, sensitivity analysis, uncertainty assessment, and practice conceptual thinking in solving engineering problems. The toolbox includes two simplified hydrologic models, namely HBV-EDU and HBV-Ensemble, designed as a complement to theoretical hydrology lectures. The models provide an interdisciplinary application-oriented learning environment that introduces the hydrologic phenomena through the use of a simplified conceptual hydrologic model. The toolbox can be used for in-class lab practices and homework assignments, and assessment of students' understanding of hydrological processes. Using this modeling toolbox, students can gain more insights into how hydrological processes (e.g., precipitation, snowmelt and snow accumulation, soil moisture, evapotranspiration and runoff generation) are interconnected. The educational toolbox includes a MATLAB Graphical User Interface (GUI) and an ensemble simulation scheme that can be used for teaching more advanced topics including uncertainty analysis, and ensemble simulation. Both models have been administered in a class for both in-class instruction and a final project, and students submitted their feedback about the toolbox. The results indicate that this educational software had a positive impact on students understanding and knowledge of hydrology.

  20. An integrated model for the effects of self-reflection and clinical experiential learning on clinical nursing performance in nursing students: A longitudinal study.

    Science.gov (United States)

    Pai, Hsiang-Chu

    2016-10-01

    The use of clinical simulation in undergraduate nursing programs in Taiwan has gradually increased over the past 5years. Previous research has shown that students' experience of anxiety during simulated laboratory sessions influences their self-reflection and learning effectiveness. Thus, further study that tracks what influences students' clinical performance in actual clinical sites is vital. The aim of the study is to develop an integrated model that considers the associations among anxiety, self-reflection, and learning effectiveness and to understand how this model applies to student nurses' clinical performance while on clinical placement. This study used a correlational and longitudinal study design. The 80 nursing students, who ranged in age from 19 to 21 (mean=20.38, SD=0.56), were recruited from a nursing school in southern Taiwan. Data were collected during three phases of implementation using four questionnaires. During the first phase, the State-Trait Anxiety Inventory (STAI), Simulation Learning Effectiveness Scale (SLES), and Self-Reflection and Insight Scale (SRIS) were used after students completed the simulation course in the school simulation laboratory. Nursing students also completed the Holistic Nursing Competence Scale at 2months (Phase 2) and 4months (Phase 3) after clinical practice experience. In Phase 3, students again completed the STAI and SRIS. Partial least squares (PLS), a structural equation modeling (SEM) procedure, was used to test the research model. The findings showed that: (1) at the start of the simulation laboratory, anxiety had a significant negative effect on students' simulation learning effectiveness (SLE; β=-0.14, pself-reflection with insight (SRI; β=-0.52, pSelf-reflection also had a significant positive effect on simulation learning effectiveness (β=0.37, pself-reflection and insight also had a significant positive effect on nursing competence during the first 2months of practice in a clinical site (β=0.13; β=0

  1. Developing Research Competence in Undergraduate Students through Hands on Learning

    Directory of Open Access Journals (Sweden)

    Zoe E. Davidson

    2015-01-01

    Full Text Available Evidence-based practice is the foundation of nutrition and dietetics. To effectively apply evidence-based practice, health professionals must understand the basis of research. Previous work has identified the lack of involvement of dietitians in research. As part of a curriculum redevelopment in undergraduate nutrition and dietetics courses, research skill teaching was enhanced. This study evaluated the effect of a new, year two level nutrition research methods unit on the perceived research skills of students. The unit consisted of two key components: a student-led class research project and a small group systematic literature review. Prior to commencement and on completion of the course, students completed a modified version of the Research Skills Questionnaire. Results demonstrated that self-perceived competence increased by a small degree in a set of specific research skills as well as in broader skills such as information gathering and handling, information evaluation, ability to work independently, and critical thinking. The new research unit was also evaluated highly on a student satisfaction survey. Despite these positive findings, students indicated that their general feelings towards research or a career in research were unchanged. In summary, this unit enhanced students’ perceived research skills. Further exploration of students’ attitude towards research is warranted.

  2. Thinking with Spinoza about 'Hands-On' Learning

    Science.gov (United States)

    Roth, Wolff-Michael

    2018-01-01

    Despite its advanced age of about 375 years, the mind--body (psychophysical) problem is alive and well, in part because it is anchored so well institutionally in schools and in research (scientific vs. interpretive psychology). This continued presence is astonishing in the light of the fact that the seed for its solution, sown in Spinoza's…

  3. The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

    Science.gov (United States)

    Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

    2015-01-01

    Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…

  4. Choices of Pre-Service Science Teachers Laboratory Environments: Hands-on or Hands-off?

    Science.gov (United States)

    Kapici, Hasan Ozgur; Akcay, Hakan

    2018-01-01

    Learning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in…

  5. Withholding answers during hands-on scientific investigations? Comparing effects on developing students' scientific knowledge, reasoning, and application

    Science.gov (United States)

    Zhang, Lin

    2018-03-01

    As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach 'withholding answers' from 'hands-on' investigation tasks. The present study examined students' learning of light-related content through three conditions: 'hands-on' + no 'withholding' (hands-on only: HO), 'hands-on' + 'withholding' (hands-on investigation with answers withheld: HOW), and no 'hands-on' + no 'withholding' (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N = 136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry.

  6. A Low Cost Implementation of an Existing Hands-on Laboratory Experiment in Electronic Engineering

    Directory of Open Access Journals (Sweden)

    Clement Onime

    2014-10-01

    Full Text Available In engineering the pedagogical content of most formative programmes includes a significant amount of practical laboratory hands-on activity designed to deliver knowledge acquisition from actual experience alongside traditional face-to-face classroom based lectures and tutorials; this hands-on aspect is not always adequately addressed by current e-learning platforms. An innovative approach to e-learning in engineering, named computer aided engineering education (CAEE is about the use of computer aids for the enhanced, interactive delivery of educational materials in different fields of engineering through two separate but related components; one for classroom and another for practical hands-on laboratory work. The component for hands-on laboratory practical work focuses on the use of mixed reality (video-based augmented reality tools on mobile devices/platforms. This paper presents the computer aided engineering education (CAEE implementation of a laboratory experiment in micro-electronics that highlights some features such as the ability to closely implement an existing laboratory based hands-on experiment with lower associated costs and the ability to conduct the experiment off-line while maintaining existing pedagogical contents and standards.

  7. Disambiguating Praxis from Practice in Natural Resource Management: A Practical Space for Enhancing Experiential Learning in the Eastern Coast of Tanzania

    Directory of Open Access Journals (Sweden)

    Sabai Daniel

    2017-03-01

    Full Text Available It is evident that practice and praxis have significantly contributed to knowledge generation in the Tanzanian coastal belt, especially where Integrated Coastal Management (ICM programmes have been adopted and practiced such as Tanga, Dar es Salaam, Mtwara, Lindi, and the Coastal region (KICAMP, 2001; NICEMS, 2003. In spite of such learning evidences, users of generated natural resource data in the coastal area tend to employ practice and praxis interchangeably, conflating the two concepts together; leading to a situation where one may hardly ascribe generated knowledge appropriately to contexts that favour occurrence of each of the two constructs. The paper adopts ethnographic approach in a defined coastal case study to examine contexts and situations that signals “conflationˮ and it employs examples that may help readers of the article to disambiguate praxis from practice.

  8. At-risk children's use of reflection and revision in hands-on experimental activities

    Science.gov (United States)

    Petrosino, Anthony J., Jr.

    The goal of this study was to investigate the effects of incorporating opportunities for reflection and revision in hands-on science instruction which emphasized experimentation using model rockets. The participants were low achieving sixth grade summer school students (n = 23) designated as at-risk for school failure by their district. The group was asked a series of interview questions based on work by Schauble et al. (1995) relating to experimentation. The interviews took place over three distinct time points corresponding to a "hands-on only" condition, a "hands-on with reflection and revision" condition and a "hands-on with repeated reflection and revision" condition. A Friedman's Two-Way Analysis of Variance by Ranks indicate students score low at first with traditional hands-on instruction but improve significantly with opportunities to reflect and revise their experiments. In addition, a sociocultural analysis was conducted during the summer school session to assess the model rocket activity as an apprenticeship, as guided participation and as participatory appropriation using a framework established by Rogoff (1994). Finally, a survey (the Classroom Environment Survey) was administered to the students measuring five constructs consistent with a constructivist classroom: participation, autonomy, relevance, commitment to learning and disruptions to learning. Analysis indicate students in the summer school model rocket intervention experienced a greater sense of constructivist principles during the activity than a similar comparison group utilizing reform minded instruction but not including opportunities for reflection and revision cycles. This research provides important evidence that, like scientists, students in school can learn effectively from extended practice in a varied context. Importantly, the data indicate that hands-on instruction is best utilized when opportunities for reflection and revision are made explicit. Implications are discussed related

  9. Participation in an experiential education professional development course: An analysis of the teacher experience

    Science.gov (United States)

    McNamee, Dana Crosby

    Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to

  10. Forging Inclusive Solutions: Experiential Earth Charter Education

    Science.gov (United States)

    Hill, Linda D.

    2010-01-01

    Forging Inclusive Solutions describes the aims, methodology and outcomes of Inclusive Leadership Adventures, an experiential education curriculum for exploring the Earth Charter. Experiential education builds meaningful relationships, skills, awareness and an inclusive community based on the Earth Charter principles. When we meet people where they…

  11. Online Experiential Education for Technological Entrepreneurs

    Science.gov (United States)

    Ermolovich, Thomas R.

    2011-01-01

    Technological Entrepreneurship is both an art and a science. As such, the education of a technological entrepreneur requires both an academic and an experiential component. One form of experiential education is creating real new ventures with student teams. When these ventures are created in an online modality, students work in virtual teams and…

  12. Toward A Theory of Experiential Education.

    Science.gov (United States)

    Druian, Greg

    1979-01-01

    A theory of experiential instruction based on the ideas of Jerome Bruner is proposed. Four general requirements of instructional theory are examined and it is recommended that research and development refine and improve the practice of experiential instruction. (Author/SF)

  13. An experiential approach for innovation

    DEFF Research Database (Denmark)

    Jensen, Jesper Legaard

    2012-01-01

    This paper explores innovation in relation to product design, with an emphasis on designing for experiences. In the paper I introduce an experiential model called the “Peel model”, and showcase how it can be applied as a tool for innovation. The Peel model depicts different layers of a product......, and transferred that concept to other product types, generating ideas about how a lamp, for instance, could provide a similar experience. The introduced Peel model is intended to be beneficial at an operational level for designers, project managers, business executives etc. as a tool to guide the innovation...

  14. Cultural Persistence or Experiential Adaptation?

    DEFF Research Database (Denmark)

    Dinesen, Peter Thisted; Sønderskov, Kim Mannemar

    2018-01-01

    of descendants, have ties with) one country, but now resides in another.If trust is a cultural trait, immigrants’ trust should continue to reflect trust in their ancestral country; whereas their trust should be aligned with trust of natives in their present country if it is shaped by experiential conditioning....... In this chapter we first review studies using immigrants to study the roots of trust. Second, we critically discuss these previous studies and pinpoint a number of theoretical, methodological, and substantive shortcomings as well as avenues for addressing these in future research. Finally, we provide new...

  15. Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

    Science.gov (United States)

    2014-02-01

    Experiential activities; • Learning to learn /self-regulation training; • Self-explanation strategy training; and • Cognitive flexibility theory . While... learning theories could be applied to an implementation strategy are discussed below. Cognitive flexibility theory and experiential training are...Personality and Social Psychology, 37, 1-11. Kolb , D. A. (1984). Experiential learning : Experience as the source of learning and

  16. Hands-on optics: an informal science education initiative

    Science.gov (United States)

    Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

    2007-09-01

    The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

  17. A community sharing hands-on centers in engineer's training

    Directory of Open Access Journals (Sweden)

    jean-pierre jpt Taboy

    2006-02-01

    Full Text Available As teachers in Technical Universities, we must think about the engineer's training. We need good applicants, up to date hardware and software for hand-on. Each university don't have enough money and technical people to cover the new needs. A community sharing remote hand-on centers could be a solution.

  18. Math in Action. Hands-On, Minds-On Math.

    Science.gov (United States)

    Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

    1998-01-01

    Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

  19. HANDS-ON MATERIALS AS INVITATION TO A FANTASY WORLD

    DEFF Research Database (Denmark)

    Ejersbo, Lisser Rye

    In this article I wish to introduce an innovative use of hands-on-materials, developed by Peter Müller, a Danish elementary school teacher. The hands-on material itself consists of a collection of small plastic bears in different colors and sizes, which can be used for many different purposes among...

  20. Teaching genetics using hands-on models, problem solving, and inquiry-based methods

    Science.gov (United States)

    Hoppe, Stephanie Ann

    Teaching genetics can be challenging because of the difficulty of the content and misconceptions students might hold. This thesis focused on using hands-on model activities, problem solving, and inquiry-based teaching/learning methods in order to increase student understanding in an introductory biology class in the area of genetics. Various activities using these three methods were implemented into the classes to address any misconceptions and increase student learning of the difficult concepts. The activities that were implemented were shown to be successful based on pre-post assessment score comparison. The students were assessed on the subjects of inheritance patterns, meiosis, and protein synthesis and demonstrated growth in all of the areas. It was found that hands-on models, problem solving, and inquiry-based activities were more successful in learning concepts in genetics and the students were more engaged than tradition styles of lecture.

  1. The Usefulness and Ease of Use of a Mobile Simulation Application for Learning of ERP Systems

    Directory of Open Access Journals (Sweden)

    Brenda Scholtz

    2017-10-01

    Full Text Available The hands-on use of complex, industrial Enterprise Resource Planning (ERP systems in educational contexts can be costly and complex. Tools that simulate the hands-on use of an ERP system have been proposed as alternatives. Research into the perceived usefulness (PU and perceived ease of use (PEOU of these simulation tools in an m-learning environment is limited. As part of this study, an m-learning simulation application (SYSPRO Latte was designed based on experiential learning theory and on a previously proposed theoretical framework for m-learning. The application simulates the hands-on experience of an ERP system. The purpose of this paper is to analyse the results of a study of 49 students who used SYSPRO Latte and completed a questionnaire on its PEOU and PU. The results revealed that students perceived SYSPRO Latte to be easy to use and useful, and verified other studies identifying a correlation between PEOU and PU. The study also confirmed the benefits of simulation-based learning and m-learning particularly for content presentation. The importance of considering design principles for m-learning applications was highlighted. This study is part of a larger, comprehensive research project that aims at improving learning of ERP systems in higher education.

  2. Communicate science: an example of food related hands-on laboratory approach

    Science.gov (United States)

    D'Addezio, Giuliana; Marsili, Antonella; Vallocchia, Massimiliano

    2014-05-01

    The Laboratorio Didattica e Divulgazione Scientifica of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Educational and Outreach Laboratory) organized activity with kids to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. The combination of games and learning in educational activity can be a valuable tool for study of complex phenomena. Hands-on activity may help in engage kids in a learning process through direct participation that significantly improves the learning performance of children. Making learning fun motivate audience to pay attention on and stay focused on the subject. We present the experience of the hand-on laboratory "Laboratorio goloso per bambini curiosi di scienza (a delicious hands-on laboratory for kids curious about science)", performed in Frascati during the 2013 European Researchers' Night, promoted by the European Commission, as part of the program organized by the Laboratorio Didattica e Divulgazione Scientifica in the framework of Associazione Frascati Scienza (http://www.frascatiscienza.it/). The hand-on activity were designed for primary schools to create enjoyable and unusual tools for learning Earth Science. During this activity kids are involved with something related to everyday life, such as food, through manipulation, construction and implementation of simple experiments related to Earth dynamics. Children become familiar with scientific concepts such as composition of the Earth, plates tectonic, earthquakes and seismic waves propagation and experience the effect of earthquakes on buildings, exploring their important implications for seismic hazard. During the activity, composed of several steps, participants were able to learn about Earth inner structure, fragile lithosphere, waves propagations, impact of waves on building ecc.., dealing with eggs, cookies, honey, sugar, polenta, flour, chocolate, candies, liquorice sticks, bread, pudding and sweets. The

  3. Social Media and Experiential Ambivalence

    Directory of Open Access Journals (Sweden)

    Jenny L. Davis

    2012-10-01

    Full Text Available At once fearful and dependent, hopeful and distrustful, our contemporary relationship with technology is highly ambivalent. Using experiential accounts from an ongoing Facebook-based qualitative study (N = 231, I both diagnose and articulate this ambivalence. I argue that technological ambivalence is rooted primarily in the deeply embedded moral prescription to lead a meaningful life, and a related uncertainty about the role of new technologies in the accomplishment of this task. On the one hand, technology offers the potential to augment or even enhance personal and public life. On the other hand, technology looms with the potential to supplant or replace real experience. I examine these polemic potentialities in the context of personal experiences, interpersonal relationships, and political activism. I conclude by arguing that the pervasive integration and non-optionality of technical systems amplifies utopian hopes, dystopian fears, and ambivalent concerns in the contemporary era.

  4. Hands-on-Entropy, Energy Balance with Biological Relevance

    Science.gov (United States)

    Reeves, Mark

    2015-03-01

    Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is important contribution of the entropy in driving fundamental biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy). This has enabled students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce complex biological processes and structures in order model them mathematically to account for both deterministic and probabilistic processes. The students test these models in simulations and in laboratory experiments that are biologically relevant such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront random forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory

  5. Advertising Field Experience and Experiential Learning.

    Science.gov (United States)

    Keenan, Kevin L.

    1992-01-01

    Presents research describing internship arrangements at colleges and universities with advertising programs. Finds that internships are widely used, are most often optional, and are usually awarded academic credit. Discusses grading systems, scheduling, employment offers, and types of work required. (SR)

  6. Teaching Density Functional Theory Through Experiential Learning

    International Nuclear Information System (INIS)

    Narasimhan, Shobhana

    2015-01-01

    Today, quantum mechanical density functional theory is often the method of choice for performing accurate calculations on atomic, molecular and condensed matter systems. Here, I share some of my experiences in teaching the necessary basics of solid state physics, as well as the theory and practice of density functional theory, in a number of workshops held in developing countries over the past two decades. I discuss the advantages of supplementing the usual mathematically formal teaching methods, characteristic of graduate courses, with the use of visual imagery and analogies. I also describe a successful experiment we carried out, which resulted in a joint publication co-authored by 67 lecturers and students participating in a summer school. (paper)

  7. Experiential Learning in Hospitality Management Education

    Science.gov (United States)

    Brennen, Paul George

    2017-01-01

    The research study recognized that, although the knowledge obtained from academic textbooks and traditional classes are important to post-secondary hospitality management curriculum as they provide numerous insights and perspectives of different methods to manage a particular avenue within the hospitality industry; it is not the only aspect of the…

  8. Enterprise Integration: An Experiential Learning Model

    Science.gov (United States)

    Cameron, Brian H.; Purao, Sandeep

    2010-01-01

    With the ceaseless development of new and more advanced technologies, along with their growing influence and control over business and commerce, it is no surprise that the educational community is struggling to come up with programs to educate students to adequately handle these developments. Textbooks are becoming a thing of the past, for…

  9. Multicultural Leadership Development through Experiential Learning.

    Science.gov (United States)

    Overstreet, Michelle; Okiror, Linda; Weber, Margaret J.; McCray, Jacquelyn

    1998-01-01

    The Multicultural Leadership Development Program provided for the exploration into the culture of the individual and others for undergraduates from two different universities. Students reported changes in their perspectives on diversity, leadership, and citizenship and felt these changes could potentially influence awareness and sensitivity in…

  10. Experiential Learning in Drug and Alcohol Education.

    Science.gov (United States)

    Norman, Rosemary

    2001-01-01

    A workshop for Australian nursing students used simulation to impart information about illicit drug use and enhance nurses' ability to care for patients who use drugs. Simulations challenged attitudes, beliefs, and stereotypes and expanded students' knowledge about health promotion and patient care. (Contains 18 references.) (SK)

  11. Preparing Students for Leadership through Experiential Learning

    Science.gov (United States)

    Bauermeister, Maria C.; Greer, Jon; Kalinovich, Angelina V.; Marrone, Jennifer A.; Pahl, Megan M.; Rochholz, Lauren B.; Wilson, Barry R.

    2016-01-01

    This Application Brief highlights Seattle University's Red Winged Leadership (RWL) exercise, an innovative curriculum for graduate business leadership education. RWL requires students to apply course materials to a visible and challenging class project, and to critically examine and recognize leadership in the broader community. Both allow for…

  12. Teaching "Real Utopias" through Experiential Learning

    Science.gov (United States)

    Peterson, Lindsey; Witt, Joseph; Huntington, Carolyn

    2015-01-01

    In this article, we describe a way to encourage students to envision "real utopias" through the Global Village experience at the Heifer Ranch in Arkansas. The Global Village experience introduces participants to issues associated with global hunger, poverty, environmental sustainability, and resource consumption and provides…

  13. Experiential Dimensions of TV-Advertising

    DEFF Research Database (Denmark)

    Andersen, Lars Pynt; Jensen, Jan Møller

    Based on concepts from cognitive film psychology and narrative transportation theory a model of the experiential dimensions of TV–advertising is proposed. With structural equation modeling, it is shown how the ad’s experiential potential relates to Ad-Liking. Findings indicate that Ad-Liking is h......Based on concepts from cognitive film psychology and narrative transportation theory a model of the experiential dimensions of TV–advertising is proposed. With structural equation modeling, it is shown how the ad’s experiential potential relates to Ad-Liking. Findings indicate that Ad......-Liking is highly related to narrative advertising executions, but that the potential appeal of this advertising experience is supported by the ‘gripping’ qualities of a lyrical dimension. It is suggested that the conceptual framework could be developed for pragmatic comparison of TV-spots in tracking or testing....

  14. The Role of Entrepreneurship Program Models and Experiential Activities on Engineering Student Outcomes

    Science.gov (United States)

    Duval-Couetil, Nathalie; Shartrand, Angela; Reed, Teri

    2016-01-01

    Entrepreneurship education is being delivered to greater numbers of engineering students through a variety of courses, programs, and experiential learning activities. Some of these opportunities are designed primarily to serve engineering students in their departments and colleges, while others are cross-campus, university-wide efforts to serve…

  15. Experiential Cooking Programs for Low-Income Adults: Strategies for Success

    Science.gov (United States)

    Franck, Karen; Vineyard, Michelle; Olson, Ann; Peterson, Ashley

    2012-01-01

    Experiential cooking classes for low-income adults can help improve healthy nutrition behaviors. However, nutrition educators and Extension professionals can face challenges in successful implementation of these programs such as difficulties recruiting and retaining participants. Drawing upon lessons learned from a cooking intervention with…

  16. Start Your Own Business Assignment in the Context of Experiential Entrepreneurship Education

    Science.gov (United States)

    Malach, Sandra E.; Malach, Robert L.

    2014-01-01

    Experiential education is often used in entrepreneurship courses, as it conveys both substantive, theoretical knowledge and intangible learning experiences best absorbed through active participation. Starting and operating a business is a unique, educational experience allowing students to apply the substantive knowledge gained in entrepreneurship…

  17. Experiential Workshop with Educational Leadership Doctoral Students: Managing Affective Reactions to Organizational Change

    Science.gov (United States)

    Falls, Leigh; Jara, Teresa; Sever, Tim

    2009-01-01

    Managing change processes, resistance to change, and organizational members' emotional reactions to change are crucial skills for future educational leaders to learn. Our case study is based on a workshop conducted using two experiential exercises to facilitate current educational leadership doctoral students' reflections on their own reactions to…

  18. Experiential-Based Climate Change Education: Fostering Students' Knowledge and Motivation towards the Environment

    Science.gov (United States)

    Karpudewan, Mageswary; Mohd Ali Khan, Nur Sabrina

    2017-01-01

    Climate change is one of the most important environmental issues affecting our society today and we need to educate the citizens about the impact on human lives. An attempt was made to integrate experiential-based climate change education into the teaching and learning of secondary school Biology lessons on the topic of "Endangered…

  19. The Bourgeoisie Dream Factory: Teaching Marx's Theory of Alienation through an Experiential Activity

    Science.gov (United States)

    Windsor, Elroi J.; Carroll, Alana M.

    2015-01-01

    Effectively teaching sociological theories to undergraduate students is challenging. Students often enroll in theory courses due to major requirements, not personal interest. Consequently, many students approach the study of theory with anxiety. This study examined the effectiveness of an experiential learning activity designed to teach Karl…

  20. Designing a Holistic Experiential MBA Course for 21st Century Leaders

    Science.gov (United States)

    Dixon, Deirdre

    2014-01-01

    With the plethora of MBA leadership courses, schools are examining ways to differentiate their programs and to provide tangible learning outcomes. MBA graduates want the knowledge skills and ability to make them successful in their chosen fields of endeavor. This paper outlines one holistic experiential MBA leadership course that challenges the…

  1. MO-AB-210-02: Ultrasound Imaging and Therapy-Hands On Workshop

    International Nuclear Information System (INIS)

    Sammet, S.

    2015-01-01

    The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

  2. MO-AB-210-01: Ultrasound Imaging and Therapy-Hands On Workshop

    International Nuclear Information System (INIS)

    Lu, Z.

    2015-01-01

    The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

  3. MO-AB-210-02: Ultrasound Imaging and Therapy-Hands On Workshop

    Energy Technology Data Exchange (ETDEWEB)

    Sammet, S. [University of Chicago Medical Center (United States)

    2015-06-15

    The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

  4. MO-AB-210-01: Ultrasound Imaging and Therapy-Hands On Workshop

    Energy Technology Data Exchange (ETDEWEB)

    Lu, Z. [University of Chicago (United States)

    2015-06-15

    The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

  5. Field Trips as Valuable Learning Experiences in Geography Courses

    Science.gov (United States)

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  6. HSCI2014: booklet of the 11th International Conference on Hands-on Science

    OpenAIRE

    Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.; International Conference on Hands-on Science, 11, Aveiro, 2014

    2014-01-01

    The core topic of the 11th Hands-on Science Conference is "Science Education with and for Society" As we all know it is the Society that sets the requirements rules and procedures of Education. It is Society that defines what citizens must learn in what concern either concepts and or competencies, and how this learning can, must in fact…, take place. Society is the ensemble of all of us citizens and of all the structures tangible and intangible we create and created along the y...

  7. Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

    Science.gov (United States)

    Han, Heeyoung; Roberts, Nicole K; Korte, Russell

    2015-02-01

    To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

  8. Exploring quantum physics through hands-on projects

    CERN Document Server

    Prutchi, David

    2012-01-01

    Build an intuitive understanding of the principles behind quantum mechanics through practical construction and replication of original experiments With easy-to-acquire, low-cost materials and basic knowledge of algebra and trigonometry, Exploring Quantum Physics through Hands-on Projects takes readers step by step through the process of re-creating scientific experiments that played an essential role in the creation and development of quantum mechanics. From simple measurements of Planck's constant to testing violations of Bell's inequalities using entangled photons, Exploring Quantum Physics through Hands-on Projects not only immerses readers in the process of quantum mechanics, it provides insight into the history of the field--how the theories and discoveries apply to our world not only today, but also tomorrow. By immersing readers in groundbreaking experiments that can be performed at home, school, or in the lab, this first-ever, hands-on book successfully demystifies the world of quantum physics for...

  9. Nutrition educator adoption and implementation of an experiential foods curriculum.

    Science.gov (United States)

    Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

    2013-01-01

    Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. Mixed methods design including surveys, lesson implementation reports, and interviews. New Mexico limited-resource schools. Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P ≤ .05. Qualitative responses were categorized by theme. Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers. Published by Elsevier Inc.

  10. Network attacks and defenses a hands-on approach

    CERN Document Server

    Trabelsi, Zouheir; Al Braiki, Arwa; Mathew, Sujith Samuel

    2012-01-01

    The attacks on computers and business networks are growing daily, and the need for security professionals who understand how malfeasants perform attacks and compromise networks is a growing requirement to counter the threat. Network security education generally lacks appropriate textbooks with detailed, hands-on exercises that include both offensive and defensive techniques. Using step-by-step processes to build and generate attacks using offensive techniques, Network Attacks and Defenses: A Hands-on Approach enables students to implement appropriate network security solutions within a laborat

  11. Communicating Climate Science to Kids and Adults Through Citizen Science, Hands-On Demonstrations, and a Personal Approach

    Science.gov (United States)

    Cherry, L.; Braasch, G.

    2008-12-01

    There is a demonstrated need to increase the amount of formal and non-formal science education and to raise the level of climate literacy for children and adults. Scientists and technical leaders are more and more being called on to speak in non-academic settings ranging from grade schools to assemblies and seminars for the general public. This abstract describes some effective ways to teach and talk about climate change science in a way that engenders hope and empowerment while explaining scientific facts and research methods to non-scientists. Citizen participation in Science People's interest and learning increases when offered chances to do what scientists do. Relating science to their daily lives and showing the adventure of science can greatly increase communication. Citizen participation in science works because data collection stimulates experiential and cognitive ways of learning. Learn what programs for citizen science are available in your area. For instance, GLOBE and Budburst tie into the research of Smithsonian scientists who determined that the cherry blossoms and 40 other species of plants were blooming earlier due to climate warming. Hands-on Outdoor Activities Information enters the human brain through many different neural pathways and the more avenues that information comes in on, the more likely people are to retain that knowledge for their lifetimes. For instance, kids knowledge of how ice cores tell us about the earth's ancient history will be reinforced through making ice cores in the classroom. Gary Braasch's photographs from the children's book How We Know What We Know About Our Changing Climate: Scientists and Kids Explore Global Warming and from his adult book Earth Under Fire: How Global Warming is Changing the World will illustrate the presentation. . Making the Message Personal to the Audience. Reaching people through things they care about, their family lives, work or school and telling personal stories helps reach people. The videos

  12. Student tutors for hands-on training in focused emergency echocardiography – a randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Kühl Matthias

    2012-10-01

    Full Text Available Abstract Background Focused emergency echocardiography performed by non-cardiologists has been shown to be feasible and effective in emergency situations. During resuscitation a short focused emergency echocardiography has been shown to narrow down potential differential diagnoses and to improve patient survival. Quite a large proportion of physicians are eligible to learn focused emergency echocardiography. Training in focused emergency echocardiography usually comprises a lecture, hands-on trainings in very small groups, and a practice phase. There is a shortage of experienced echocardiographers who can supervise the second step, the hands-on training. We thus investigated whether student tutors can perform the hands-on training for focused emergency echocardiography. Methods A total of 30 volunteer 4th and 5th year students were randomly assigned to a twelve-hour basic echocardiography course comprising a lecture followed by a hands-on training in small groups taught either by an expert cardiographer (EC or by a student tutor (ST. Using a pre-post-design, the students were evaluated by an OSCE. The students had to generate two still frames with the apical five-chamber view and the parasternal long axis in five minutes and to correctly mark twelve anatomical cardiac structures. Two blinded expert cardiographers rated the students’ performance using a standardized checklist. Students could achieve a maximum of 25 points. Results Both groups showed significant improvement after the training (p Conclusions Hands-on training by student tutors led to a significant gain in echocardiography skills, although inferior to teaching by an expert cardiographer.

  13. Cultivating gratitude and giving through experiential consumption.

    Science.gov (United States)

    Walker, Jesse; Kumar, Amit; Gilovich, Thomas

    2016-12-01

    Gratitude promotes well-being and prompts prosocial behavior. Here, we examine a novel way to cultivate this beneficial emotion. We demonstrate that 2 different types of consumption-material consumption (buying for the sake of having) and experiential consumption (buying for the sake of doing)-differentially foster gratitude and giving. In 6 studies we show that reflecting on experiential purchases (e.g., travel, meals out, tickets to events) inspires more gratitude than reflecting on material purchases (e.g., clothing, jewelry, furniture), and that thinking about experiences leads to more subsequent altruistic behavior than thinking about possessions. In Studies 1-2b, we use within-subject and between-subjects designs to test our main hypothesis: that people are more grateful for what they've done than what they have. Study 3 finds evidence for this effect in the real-world setting of online customer reviews: Consumers are more likely to spontaneously mention feeling grateful for experiences they have bought than for material goods they have bought. In our final 2 studies, we show that experiential consumption also makes people more likely to be generous to others. Participants who contemplated a significant experiential purchase behaved more generously toward anonymous others in an economic game than those who contemplated a significant material purchase. It thus appears that shifting spending toward experiential consumption can improve people's everyday lives as well as the lives of those around them. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  14. Teaching Hands-On Linux Host Computer Security

    Science.gov (United States)

    Shumba, Rose

    2006-01-01

    In the summer of 2003, a project to augment and improve the teaching of information assurance courses was started at IUP. Thus far, ten hands-on exercises have been developed. The exercises described in this article, and presented in the appendix, are based on actions required to secure a Linux host. Publicly available resources were used to…

  15. Hands on CERN: A Well-Used Physics Education Project

    Science.gov (United States)

    Johansson, K. E.

    2006-01-01

    The "Hands on CERN" education project makes it possible for students and teachers to get close to the forefront of scientific research. The project confronts the students with contemporary physics at its most fundamental level with the help of particle collisions from the DELPHI particle physics experiment at CERN. It now exists in 14 languages…

  16. Teaching DNA Fingerprinting using a Hands-on Simulation.

    Science.gov (United States)

    Schug, Thatcher

    1998-01-01

    Presents an inexpensive hands-on lesson in DNA fingerprinting that can be completed in a single class period. Involves students in solving a murder in which a drop of blood is fingerprinted and matched with the blood of the murderer. (DDR)

  17. A Hands-On Approach to Maglev for Gifted Students.

    Science.gov (United States)

    Budd, Raymond T.

    2003-01-01

    This article discusses how Magnetic Levitation (Maglev) can be taught to gifted students in grades 4-9 using hands-on activities that align to the National Science Standards. Principles of magnetic levitation, advantages of magnetic levitation, construction of a Maglev project, testing and evaluation of vehicles, and presentation of the unit are…

  18. Google Earth for Landowners: Insights from Hands-on Workshops

    Science.gov (United States)

    Huff, Tristan

    2014-01-01

    Google Earth is an accessible, user-friendly GIS that can help landowners in their management planning. I offered hands-on Google Earth workshops to landowners to teach skills, including mapmaking, length and area measurement, and database management. Workshop participants were surveyed at least 6 months following workshop completion, and learning…

  19. A Novel Approach in Facilitating Aviation Emergency Procedure Learning and Recall through an Intuitive Pictorial System

    Science.gov (United States)

    2007-01-01

    learning process. California Management Review, 18(3), 21- 31. Kolb , D.A. 1981. Experiential learning theory and the learning style... Experiential Learning Model (adapted from Kolb , 1976). Kolb (1976) questions whether anyone can become highly skilled in all of the four abilities. He...To complement his theory , Kolb (1976) developed a learning style preference instrument, the Learning Style Inventory (LSI), from

  20. The experiential health information processing model: supporting collaborative web-based patient education.

    Science.gov (United States)

    O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

    2008-12-16

    First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided.