Perceptions towards prior learning experiences: lessons learned from early and mid-career professional engineers in a Chinese context

2021 ◽  
pp. 1-17
Author(s):  
Jiabin Zhu ◽  
Yu Hu ◽  
Yike Li ◽  
Zhinan Zhang ◽  
Wanqi Li
Keyword(s):  
Learning Experiences ◽  
Lessons Learned ◽  
Prior Learning ◽  
Chinese Context

Leveraging Orientation and Learning Transfer to Launch Capstone Consulting Projects

2021 ◽  
pp. 237929812110345
Author(s):  
Scott Wysong ◽  
Sandra Blanke ◽  
Jude Olson ◽  
Rosemary Maellaro
Keyword(s):  
Marked Improvement ◽  
Learning Transfer ◽  
Lessons Learned ◽  
Future Research ◽  
Prior Learning ◽  
Student Orientation ◽  
New Employees ◽  
Capstone Project ◽  
Exploratory Survey ◽  
Orientation Session

This orientation session was designed to prepare students for their final MBA Capstone project, leverage lessons learned from graduates, transfer prior learning about teams and project management, and launch consulting projects with actual clients. Companies have used orientation sessions to onboard new employees for many years to improve productivity and innovation. Comparatively, the use of student orientation sessions is an understudied area. Our exploratory survey of 68 Capstone students on the completion of their course indicates that they benefit from this session, and subsequently have demonstrated marked improvement in teamwork and client deliverables according to their professors. This article addresses the elements of the orientation session that can be replicated and implemented by other professors teaching similar courses. We recommend that future research continue to examine this pedagogy.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

scholarly journals Eportfolios as Reflective Assessment of Social Justice

2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
James Gallen
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
Legal Education ◽  
Lessons Learned ◽  
University Education ◽  
First Year ◽  
Prior Learning ◽  
Reflective Assessment ◽  
Student Reflection ◽  
Critical Approaches

This article explores the potential for eportfolios to contribute to the development of student critical awareness of social justice, including the role of the university as a social justice actor, through module assessment. It will critically address how eportfolios were introduced in 2019-20 to assess student reflection on social justice in a first year law module ‘Critical Approaches to Law’ at DCU. To date, there has been a slow adoption of eportfolios in Irish higher education (Farrell 2018). Although there is some evidence of reflective assessment in comparative legal education, especially in schools with an emphasis on socio-legal approaches to law, and in clinical legal education, there is limited analysis of eportfolio assessment in classroom-based or blended legal education, (Waye and Faulkner 2012) and none in the Irish context.   The article will discuss the motivation to use eportfolios; the benefits, challenges and lessons learned in the design of the assessment, and the first time experience for the educator of marking and student experience of eportfolios. It assesses eportfolios as a mechanism for prompting student reflection and the development of critical thinking, (Farrell 2019) with a particular reflective focus on social justice and university education as a social justice experience. (Connell 2019). It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen and Black 2010) and for students self-determine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman and Stirk 2020)

scholarly journals Transforming Criminal Justice Internships into Capstone Courses: A Response to the Challenges of the COVID-19 Crisis

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Beau Shine ◽  
Kelly Brown
Keyword(s):  
Online Learning ◽  
Criminal Justice ◽  
Learning Outcomes ◽  
Learning Experiences ◽  
Lessons Learned ◽  
Academic Learning ◽  
Criminal Justice Students ◽  
Face To Face ◽  
Capstone Courses ◽  
National Emergency

The COVID-19 pandemic in March 2020 resulted in the declaration of a national emergency that closed universities across the nation. With no warning, faculty were required to move classes from face-to-face to completely online instruction. This situation posed many difficulties, but particularly for faculty who were teaching and supervising students completing internships. Interns were removed from their internships abruptly as agencies and departments moved to essential personnel only. Faculty scrambled to create online learning experiences that met academic learning outcomes and the goals of criminal justice students enrolled in these courses. This paper details our experiences with these challenges, particularly as we revised criminal justice internship courses and developed capstone courses to replace face-to-face internship experiences. While the challenges we faced involved criminal justice internships, they were not unique to the major, and the approaches taken and lessons learned are likely applicable to a host of disciplines.

scholarly journals Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom

2019 ◽  
Vol 36 (1) ◽  
pp. 134-146 ◽  
Author(s):  
Meike Wernicke
Keyword(s):  
British Columbia ◽  
Second Language ◽  
Language Learning ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Learning Experiences ◽  
Prior Learning ◽  
Research Findings ◽  
Critical Language Awareness ◽  
Langue Seconde

In English-majority contexts such as British Columbia, French second language (FSL) teachers are increasingly encountering students who are also learning French in addition to English and their home languages. Research findings show that dual language learners are successfully supported through multilingual pedagogies that acknowledge and explicitly value students’ prior learning experiences and multilingual knowledge as an integral resource in their language learning. This poses a particular challenge for FSL teacher candidates whose own language learning experiences have been shaped by institutional bilingualism and monoglossic approaches in bilingual education contexts. This article sets out the implications of this challenge and then describes a teacher education course that specifically addresses the Teaching of English as an additional language (TEAL) with teacher candidates in an elementary French specialist cohort program at a university in British Columbia. The discussion provides an overview of the course and then describes some of the ways in which critical language awareness can be fostered among FSL teacher candidates’ strategies to encourage a linguistically and culturally responsive approach to FSL teaching. Dans un contexte majoritairement anglophone comme celui de la Colombie-Britannique, les enseignantes et enseignants de français langue seconde (FLS) se trouvent de plus en plus souvent face à des élèves qui apprennent le français en plus de l’anglais et de la langue qu’ils ou elles parlent à la maison. Les recherches démontrent que les élèves qui apprennent deux langues bénéficient de pédagogies multilingues efficaces qui reconnaissent et mettent explicitement en valeur leurs expériences d’apprentissage antérieures et leurs connaissances multilingues, et ce, en en faisant une partie intégrante des ressources dans lesquelles ils peuvent puiser au cours de leur apprentissage linguistique. Cela pose un défi particulier pour les enseignantes et enseignants de FLS en formation dont les expériences d’apprentissage linguistique ont été façonnées par le bilinguisme institutionnel et une conception monoglossique des contextes éducatifs bilingues. Le présent article expose les implications de ce défi et décrit ensuite un cours de formation d’enseignantes et d’enseignants qui porte spécifiquement sur l’enseignement de l’anglais comme langue complémentaire (TEAL) dans le cadre d’un programme offert par une université britannico-colombienne à une cohorte de spécialistes de la langue française au niveau élémentaire. La discussion présente un aperçu du cours et décrit ensuite certaines façons de favoriser le développement d’une conscience linguistique critique dans le cadre des stratégies des enseignantes et enseignants de FLS en formation afin de promouvoir le développement d’une conception de l’enseignement qui prenne en compte les réalités linguistiques et culturelles.

Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

2008 ◽  
Vol 17 (4) ◽  
pp. 375-398
Author(s):  
Doris Gomezelj Omerzel ◽  
Nada Trunk Širca ◽  
Arthur Shapiro ◽  
Mateja Brejc ◽  
Steve Permuth
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Education System ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Educational Institutions ◽  
Prior Learning ◽  
Convenience Sample ◽  
The Impact

This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues. A convenience sample of participants attending this conference were asked to what extent they perceive and expect Slovenian higher education institutions and other educational organizations to accredit nonformal and experiential learning and what criteria and conditions are necessary for a successful initiative. The study explores the European social model, which aims to improve employability to avoid increasing the two-class social system of uneducated and undereducated citizens as the economy increasingly requires more highly educated employees. Although a third of the respondents were unaware of the issues of such an approach to lifelong learning, participants overall perceived that creating a flexible education system, including procedures for validating previous education and other forms of knowledge, should be one of the objectives of higher education institutions, as well as other institutions engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals, and educational institutions. This article describes the situation with respect to recognizing prior learning in European Union countries and the Slovenian reactions to them. Moreover, it presents results of empirical survey research into the motivation of participants in educational institutions to cooperate in the system established to validate nonformal and informal learning. Respondents recognized a need for and supported developing a system of accrediting lifelong learning experiences. A lifelong learning policy appears to include the three dimensions of innovation, social inclusion, and active citizen participation. The concepts of the learning society, the knowledge society, and lifelong learning have been relatively slow to emerge to become significant influences in Slovenian higher educational attendees’ perceptions as national goals for higher education. A huge discussion among participants manifested support for such an enterprise as a social good, and they recommended forming a commission of higher education institutions to develop a system consisting of a common framework within which accreditation could be implemented to meet increasing social employment needs affecting Slovenian society, with one major criterion: that it be fair and just. Another recommendation was to include employers, individuals, and higher education reference groups in developing the system.

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