scholarly journals Making it Real: A Practical Guide to Experiential Learning of Communication Skills

2007 ◽  
Vol 10 (3) ◽  
pp. 303-304
Author(s):  
W. Wayne Weston
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Practical Guide

scholarly journals Gendered Evaluation Responses to Experiential Learning as an Adjunct to a Basic Communication Skills Course

1997 ◽  
Vol 22 (1) ◽  
Author(s):  
Judith A. Rolls
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Communication Apprehension ◽  
Learning Context ◽  
Warm Climate ◽  
Men And Women ◽  
Learning Contexts ◽  
Basic Communication Skills ◽  
Basic Communication

Abstract: The author examined gendered evaluation responses to experiential learning in terms of how students rated the overall experience, responded to experiential learning, and responded to experiential learning facilitators. An analysis of evaluation forms indicated no difference in the overall rating of the experience. In responses to the experiential learning context, females noted receiving encouragement and claimed communication apprehension reduction. Regarding experiential learning facilitators, males focused on instructional competence and individual practices while females noted facilitators' knowledge and their easy-going natures. The facilitator's sex did not influence responses. The findings underscore the importance of personnel in creating gender-sensitive experiential learning contexts that offer a ``warm climate'' for both men and women. Résumé: L'auteur a comparé les réactions d'étudiants males et femelles à l'égard de l'apprentissage expérentiel examinant selon la leurs perspectives sur l'expérience globale, l'apprentissage expérentiel et les facilitateurs d'apprentissage expérentiel. Une analyse des formulaires d'évaluation ne permet pas d'indiquer une différence entre hommes et femmes quant à la perception de l'expérience globale. En ce qui a trait à l'apprentissage expérentiel, les femmes ont noté les encouragements qu'elles ont reçus et ont déclaré une diminution dans leur appréhension à communiquer. Pour ce qui est des facilitateurs d'apprentissage expérentiel, les hommes ont souligné la compétence d'instruction et les pratiques individuelles tandis que les femmes ont noté le savoir des facilitateurs et leur nature paisible. Le sexe du facilitateur n'a pas influencé les réponses. Les résultats mettent en évidence l'importance pour le personnel de la création de contextes d'apprentissage expérentiel quitiennent compte du sexe des participants et qui offrent un "climat chaleureux" autant pour les hommes que pour les femmes.

Developing Communication Management Skills

2016 ◽  
Vol 79 (4) ◽  
pp. 416-441 ◽  
Author(s):  
Dale Cyphert ◽  
Elena Nefedova Dodge ◽  
Leslie K. Duclos (Wilson)
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Team Communication ◽  
Management Skills ◽  
Communication Management ◽  
Skills Transfer ◽  
Applied Knowledge ◽  
Managerial Perspective

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 of applied knowledge to managerial contexts requires an explicit grasp of the skills as appropriate solutions to the problems they encounter within the experiential team. This article reports the adaptation of assessment processes to encourage the reflection steps necessary for developing the desired managerial perspective on team communication.

scholarly journals Continuous professional development on virtual exchange in Europe: insights from the Erasmus+ VE introductory online course

2021 ◽  
pp. 157-167
Author(s):  
Ana Beaven ◽  
Gillian Davies
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Digital Literacy ◽  
Active Listening ◽  
Learning Approach ◽  
Intercultural Awareness ◽  
Technical Staff ◽  
Overall Evaluation ◽  
Training Courses ◽  
Diverse Setting

This presentation focuses on the Erasmus+ online introductory training course, which aims to introduce university educators and administrative/technical staff to Virtual Exchange (VE). The training, which requires no previous experience with VE, engages the participants in tasks that help them understand the requirements to successfully integrate an Erasmus+ VE project into existing courses and curricula, while gaining experience in digital literacy, including communicating and collaborating online. After a brief presentation of the structure of the four-week course, we will show how the design of the course – based on an experiential learning approach – elicited reflections and discussions on pedagogical and technological issues crucial to successful VE projects. Finally, we will show how forum interactions between teaching and administrative staff helped all the participants understand the pedagogical, technological, and administrative implications of setting up VE projects, and identify the necessary steps to engage the different stakeholders (teachers, administrative and technical staff, top management, and students) within their institutions. The overall evaluation of all training courses was highly positive: respondents reported discovering that the course boosted their confidence in communicating or working in a culturally diverse setting. They also felt that the training helped them develop their intercultural awareness, digital competences, active listening, communication skills, and acquire ideas for new teaching practices.

A NEW FIELD EXERCISE FOR EXPERIENTIAL LEARNING IN COASTAL ENGINEERING

2019 ◽  
Author(s):  
Ryan P. Mulligan ◽  
Nerissa Mulligan ◽  
Wanda Beyer
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Computer Model ◽  
Coastal Engineering ◽  
Predictive Equations ◽  
Wave Measurements ◽  
Measurement Results ◽  
Design Skills ◽  
Different Sources ◽  
Field Exercise

A new field exercise is developed for a technical course in coastal engineering. This exercise consists of detailed wave measurements surrounding a newly designed coastal structure, with the objective of improving learning by situating student engineering design skills into a real-world context. Students integrated the field measurement results with estimates of the wave conditions developed from predictive equations and a computer model. The written deliverable requires students to critically assess the data and model results acquired from different sources. They were evaluated using a rubric designed to assess cognitive and communication skills. The exercise mimics what engineers do in practice, and helps students learn how to approach real problems in coastal engineering.

Effect of adolescent and young adult cancer placements on advanced communication skills.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. e24182-e24182
Author(s):  
Helen Hatcher ◽  
Cameron Magrath ◽  
Debbie Critoph Hatcher
Keyword(s):  
Young Adult ◽  
Medical Students ◽  
Experiential Learning ◽  
Communication Skills ◽  
Learning Experience ◽  
Adolescent And Young Adult ◽  
Simulated Patients ◽  
Severe Illness ◽  
Clinical Communication ◽  
Young Adult Cancer

e24182 Background: Communication with adolescent and young adult cancer (AYA) patients and their families can be challenging and requires extensive skills, often developed over time. Medical students can be afraid to encounter such challenges and treating teams can be protective of these vulnerable patients. Therefore, medical students can have little contact and experience communicating with AYA putting them at a disadvantage. We have developed a special study module (SSM) for students with the AYA multi-disciplinary team to promote student awareness of the unique challenges of communicating with AYA patients and provide essential skills for later practice. We present the findings from the first year of this module. Methods: Students at the University of Cambridge were offered a 6-week placement with the AYA cancer service. This involved shadowing members of the multi-professional cancer team and time on the AYA ward to talk with patients and their families in order to practice triadic communication skills. Mid-placement, an experiential learning experience with simulated patients focused on triadic interviews was also offered in line with our local clinical communication skills courses. After the module students were questioned about how they felt this had affected their practice and knowledge of communicating with AYA with cancer. Results: 12 students enrolled for the SSM over the year. All students found the placement widened their communication skills as well as their knowledge of AYA cancers and treatments. 4 main areas of learning were evident. 1.The problems faced by AYA patients as they try to establishing independent adult identities in the midst of severe illness or at the end of life and the implications for the triadic interview. 2. Information sharing during patient denial. 3. The AYA perspective: desire for control and their difficulty of communicating. 4.Challenges of communicating well in emotionally-charged situations. Conclusions: Experiential learning during the placement highlighted techniques for balancing both patient and parental involvement during consultations to maximise efficacy of information gathering. AYA cancer placements provide opportunities to develop advanced communication skills and can be augmented with experiential learning.

Learning to Analyze Unstructured Systems Using Forster's A Passage to India

2003 ◽  
pp. 256-272
Author(s):  
Athar Murtuza ◽  
Muhammad Ali
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Systems Analysis ◽  
The Novel ◽  
Global Village ◽  
Literary Works ◽  
Teaching Resource ◽  
Managerial Decisions ◽  
Potential Benefits ◽  
Untapped Resource

The chapter seeks to promote use of literary works as a teaching resource for management information systems (MIS) courses. It does so by using a novel written by E.M. Forster to illustrate what may be done. The use of such a resource to supplement MIS teaching can help students’ communication skills and raise their awareness of cultural diversity in the global village. The main focus in this chapter, however, is to provide a way for instructors to impress upon students the need to be aware of the great number of managerial decisions that cannot be made using boiler-plate recipes. Managers who make decisions often must deal with unstructured situations involving non-recurring and non-routine issues. Such situations do not fit established models and conceptual frameworks; consequently, managers have to rely on their expertise in dealing with them. The education of MIS analysts and managers needs to include such awareness so they will be better prepared to deal with a world where the only constant is change. The chapter starts by discussing the various benefits that can result from using literary works in systems analysis courses. Works such as A Passage to India combine elements associated with both case studies and experiential learning. This makes literary works potentially a very useful resource for MIS curricula even though such an idea may seem unconventional. Even though MIS educators do not use literary works, other curricula aimed at various professions, such as medicine and law, are using them as a teaching resource. After discussing the potential benefits of this untapped resource, the chapter provides a synopsis of the novel. It then discusses the specific relevance of Forster’s novel for MIS and suggests ways of using it in systems analysis context.

Training Oncology Professionals in Key Communication Skills: Adapting Psychodrama and Sociodrama for Experiential Learning

2014 ◽  
Vol 62 (1) ◽  
pp. 55-66
Author(s):  
Rebecca Walters ◽  
Walter F. Baile
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Medical Setting ◽  
Medical Communication ◽  
Key Skills ◽  
Action Methods

The authors describe how sociodramatic methods were applied to teaching communication skills to professionals in a comprehensive cancer center. The article briefly reviews the importance of communication skills in oncology and the challenges in teaching key skills such as empathy and addressing emotions. It indicates how action methods can be applied to enact case scenarios generated by groups attending communication-skills workshops. It describes the advantages of action methods over other techniques for teaching communication skills in the medical setting. It suggests how these methods might be more widely disseminated among teachers of medical communication skills.

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