scholarly journals Experience-Based Learning in Nursing Teacher Education: A Historical-Cultural Research Study

2014 ◽  
Vol 2 (5) ◽  
pp. 316-324
Author(s):  
Marlene Fagundes Carvalho Gonçalves ◽  
RonildoAlves dos Santos ◽  
Marta AngélicaIossi Silva ◽  
Cinira Magali Fortuna ◽  
LucianeSá de Andrade
Keyword(s):  
Teacher Education ◽  
Research Study ◽  
Cultural Research ◽  
Experience Based Learning

scholarly journals SOME METHODS OF EXPERIENCE-BASED LEARNING FOR STUDENTS SPECIALIZED IN MECHANICAL ENGINEERING

2019 ◽  
Vol 1 (2) ◽  
pp. 186-193
Author(s):  
Minh Tan Tang ◽  
Tuan Van Phan
Keyword(s):  
Teaching Methods ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Soft Skills ◽  
Practical Experience ◽  
Creative Potential ◽  
Experience Based Learning ◽  
New Knowledge ◽  
Practical Capacity

The paper generally presents about integrating soft skills into teaching by using experience-based teaching method. This method is the process in which the teacher plays the roles of organizing, guiding, orienting and implementing activities with learners, helping learners to find new knowledge, values and capabilities. That new knowledge and capacity continue to be verified in the process of experiencing reality, solving tasks posed by teacher, and then sharing the knowledge that has just been acquired with their friends and lecturer. Therefore, learners will be more receptive. Through the article, the authors would like to share teaching methods via practical experience in teaching specialized subjects of Mechanical Engineering to help students have more opportunities to experience, to apply the knowledge into reality, thence, forming skills and practical capacity as well as promoting the creative potential of the learners themselves.

Experience‐based learning: how a crisis solution informed fundamental change in a clinical education curriculum

2021 ◽  
Author(s):  
Maria Costello ◽  
Peter Cantillon ◽  
Rosemary Geoghegan ◽  
Dara Byrne ◽  
Aoife Lowery ◽  
...  
Keyword(s):  
Clinical Education ◽  
Fundamental Change ◽  
Education Curriculum ◽  
Experience Based Learning

A Multi-Agent Modeling Approach to Simulate Dynamic Activity-Travel Patterns

2009 ◽  
pp. 36-56 ◽  
Author(s):  
Qi Han ◽  
Theo Arentze ◽  
Harry Timmermans ◽  
Davy Janssens ◽  
Geert Wets
Keyword(s):  
Bayesian Learning ◽  
Transport Systems ◽  
Travel Patterns ◽  
Dynamic Activity ◽  
Agent Based ◽  
Modeling Approach ◽  
Experience Based Learning ◽  
Activation Level ◽  
Choice Sets ◽  
Multi Agent

Contributing to the recent interest in the dynamics of activity-travel patterns, this chapter discusses a framework of an agent-based modeling approach focusing on the dynamic formation of (location) choice sets. Individual travelers are represented as agents, each with their cognition of the environment, habits, and activity-travel patterns. Agents learn through their experiences with the transport systems, changes in the environments and from their social network. Conceptually, agents are assumed to have an aspiration level associated with choice sets that in combination with evaluation results determine whether the agent will start exploring or persist in habitual behavior; an activation level of each (location) alternative that determines whether or not the alternative is included in the choice set in the next time step, and an expected (utility) function to evaluate each (location) alternative given current beliefs. Each of these elements is dynamic. Based on principles of reinforcement learning, Bayesian learning, and social comparison theories, the framework specifies functions for experience-based learning, extended and integrated with social learning.

The Dilemmas of Design Thinking in Innovation Projects

2019 ◽  
Vol 50 (4) ◽  
pp. 418-430 ◽  
Author(s):  
Katharina Hölzle ◽  
Holger Rhinow
Keyword(s):  
Learning Process ◽  
Design Thinking ◽  
Project Work ◽  
Common Language ◽  
Experience Based Learning ◽  
Innovation Projects ◽  
The Difference ◽  
The Individual ◽  
Specific Learning ◽  
Specific Working

Organizations have discovered Design Thinking as a promising framework or language for innovation-focused project teamwork. The goal is to develop new products and services by being customer-centric and working iteratively and in an interdisciplinary way, using specific working principles and methods to create a common language among all stakeholders. The empirical results in this article show that Design Thinking teamwork is different from other forms of teamwork. The difference in Design Thinking team-based project work is that the teams go through a specific learning process that poses individual challenges but also provides the individual with experience-based learning. We show that teams going through this learning process repeatedly find themselves in seemingly insolvable conflicts—so called structural dilemmas—within the framework of project deadlines and under the influence of strategic guidelines of the organization. We explore these structural dilemmas and develop ways to overcome them.

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