Creating Communities of Practice for Experiential Learning in Policy Studies

2000 ◽  
pp. 33-51 ◽  
Author(s):  
Charles McClintock
Keyword(s):  
Experiential Learning ◽  
Communities Of Practice ◽  
Policy Studies

scholarly journals From criminology to gerontology: case studies of experiential authenticity in higher education

2020 ◽  
Vol 8 (1) ◽  
pp. 127-134
Author(s):  
Suzanne Young ◽  
Ellen Tullo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Common Features ◽  
The Core ◽  
Learning Journey ◽  
Teaching Interventions ◽  
The University ◽  
Diverse Groups

This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.

scholarly journals Kink community education: Experiential learning and communities of practice

2019 ◽  
Vol 5 (2) ◽  
pp. 48-58
Author(s):  
Richard Sprott ◽  
Carolyn Meeker ◽  
Maria O'Brien
Keyword(s):  
Adult Education ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Needs Assessment ◽  
Community Of Practice ◽  
Community Education ◽  
Motivation To Learn ◽  
Knowledge And Skills ◽  
Educational Needs Assessment ◽  
How People Learn

How do people learn about kink? What are the motivations to acquire knowledge and skills for doing BDSM scenes? What are the preferred ways adults want to learn? This article argues that two concepts from adult education, experiential learning and community of practice, are important frameworks for understanding how people learn about kink. As an example to illustrate these points, some findings from an educational needs assessment are presented. The results indicate gender-related differences in motivation to learn about kink and different preferences in formats for learning. Results are discussed in terms of experiential learning and community of practice.

Public policy studies in North America and Europe1

2018 ◽  
pp. 421-446
Author(s):  
Johanu Botha ◽  
Iris Geva-May ◽  
Allan M. Maslove
Keyword(s):  
Public Policy ◽  
North America ◽  
Experiential Learning ◽  
Policy Analysis ◽  
North American ◽  
Historical Background ◽  
Learning Tools ◽  
Policy Studies ◽  
European Public

North American and European public policy programs are placed in a comparative context and assessed in light of domestic and global developments. The historical background of policy analysis and research in light of the nature and scope of American influence, the development of differences and similarities in policy analysis versus research, the roles and impacts of ‘experiential learning’ tools such as co-ops and internships, and the roles and impacts of accreditation bodies, are identified and discussed as key determinants in the development and nature of public policy programs.

scholarly journals Using communities of practice as a lens for exploring experiential pharmacy learning in general practice: Are communities of practice the way forward in changing the training culture in pharmacy?

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Ali M. K. Hindi ◽  
Sarah C. Willis ◽  
Ellen I. Schafheutle
Keyword(s):  
General Practice ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Education And Training ◽  
Pharmacy Education ◽  
Multidisciplinary Teams ◽  
Legitimate Peripheral Participation ◽  
Structured Interviews ◽  
Patient Journey ◽  
And Training

Abstract Background Currently, there is little experiential learning in general practice (GP) during UK undergraduate and postgraduate pharmacy education and training. Aim To apply educational theories to explore pharmacy stakeholders’ perceptions of placements in general practice and contribute to the development of a model of experiential learning for pharmacy. Methods Qualitative, semi-structured interviews, conducted as part of two studies exploring experiential learning in general practice, with learners and their GP based supervisors. Interviews explored experiences of learning and practice, and what aided or hindered this. An abductive approach to analysis combined inductive coding with deductive, theory-driven interpretation using Lave and Wenger’s concept of “Communities of Practice”. Results Forty-four interviews were conducted, with learners and placement supervisors. Participants valued placements for providing authentic patient-facing learning experiences in the workplace, facilitated through legitimate peripheral participation by supervisors and supported by the use of pre- and de-briefing. Learners benefitted from support from their supervisor(s) and other staff during their day-to-day learning (informal learning), whilst also having protected time with their supervisors to discuss learning needs or go through workplace-based assessments (formal learning). Lack of clarity regarding which and how competencies should be assessed / demonstrated in general practice challenged monitoring progress from peripheral to full participation. Findings suggest that GP placements provide opportunities for learning about the patient journey between care settings; to work effectively with multidisciplinary teams; and consolidation and application of consultation / communication skills learning. Conclusions The learning culture of GP supports learners’ development, providing time and opportunities for meaningful and authentic workplace learning, with healthcare professionals acting as supervisors and mentors. These findings can usefully inform implementation of meaningful learning opportunities in primary and secondary care for those involved in pharmacy education and training.

scholarly journals Effective Approaches For Innovation Support For Smes

2016 ◽  
Vol 10 ◽  
pp. 32-38
Author(s):  
Julian Malins ◽  
Melehat Nil Gulari
Keyword(s):  
Experiential Learning ◽  
Research And Development ◽  
Communities Of Practice ◽  
Design Thinking ◽  
Knowledge Development ◽  
It Systems ◽  
Constructivist Model ◽  
Innovation Knowledge ◽  
Learning Frameworks ◽  
Innovation Support

Providing appropriate innovation support to small to medium sized enterprises (SMEs) is an on-going challenge. Governments offer a range of initiatives from advice, to research and development grants; however, the underlying methodological frameworks for these interventions are often unclear. Universities have an increasing role to play in providing an understanding of the learning frameworks that surround innovation support and by providing design-led interventions that follow a design thinking approach. This paper considers the ways in which innovation knowledge can be transferred to SMEs based on a constructivist model of knowledge development. The development of Communities of Practice that support innovation making use of IT systems is also explored. Observations are made on the most effective ways of providing support for SMEs applying an experiential learning model, based on the authors’ experience of directing and working within the Centre for Design & Innovation (c4di) at the Robert Gordon University Aberdeen

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

Building Communities of Practice

2011 ◽  
Author(s):  
Thelma Meléndez de Santa Ana
Keyword(s):  
Communities Of Practice
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