Brand Stories: Transformative Learning Through Digital Brand Storytelling (DBS)

2020 ◽  
pp. 109804822094851
Author(s):  
Sarah Fischbach ◽  
Veronica Guerrero
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experience ◽  
Brand Attitudes ◽  
Brand Relationships ◽  
Pedagogical Approach ◽  
Transformational Learning Theory ◽  
Personal Brand ◽  
Study Results ◽  
Video Reflection

The purpose of the study is to explore how the digital brand story assignment creates a transformative learning experience for students. This study involves assessing the levels of learning according to Mezirow’s transformational learning theory through the development of digital brand stories. The authors have tested the Digital Brand Storytelling (DBS) video reflection assignment across two universities providing students the opportunity to meaningfully reflect on their brand relationships as part of their own personality. Study results showed that the DBS gives students an increased understanding of how brands influence their personal purchasing habits and increased awareness of the brands they purchase. Results of the study demonstrated that this assignment allows faculty to assess learning in courses where the DBS is applied toward the transformative pedagogical approach. The DBS requires reflection and articulation of personal brand attitudes, perceptions, and consumption behaviors. Guidance for course implementation is provided for educators to modify and implement in their courses.

Dialogue Journals and Transformational Learning

2014 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Yolanda Nieves
Keyword(s):  
Community College ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Latino Students ◽  
Developmental Reading ◽  
Learning Experience ◽  
Self Awareness ◽  
Dialogue Journals ◽  
Critical Writing ◽  
Transformational Learning Theory

This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.

scholarly journals Reflective practice and the role of transformational learning in healthcare

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Richard Hovey ◽  
Steven Jordan ◽  
Christophe Bedos ◽  
Charo Rodriguez ◽  
Nareg Apelian
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Healthcare Providers ◽  
Instrumental Learning ◽  
Opportunity To Learn ◽  
Learning Theories ◽  
Reflective Dialogue ◽  
Adult Learning Theories ◽  
Transformational Learning Theory ◽  
New Knowledge

Among possible adult learning theories, transformative learning emerged in the 1990’s with the aim to provide learners an educational experience consistent with the purpose of changing perspectives. Transformational learning theory provides the opportunity to learn, confront, engage and reflect on the possibility of learning through changes in perspective and to explore new meanings, roles, relationships and actions contained within it.Perspective transformation is, therefore, not only intended to create ownership of new knowledge, but its re-integration into new or re-configured ways of everyday living. The readiness to apply new knowledge is triggered by confronting an event, or mode of thought, that moves individuals from experiencing knowledge as a series of facts disconnected from their meaning and context into a relevant context, or one that has a different significance for the learner. New understanding requires that learners assess the meanings behind words, the coherence, truth and appropriateness of what is being communicated as well as the truthfulness, credibility and authenticity of the presenter. Unlike focusing only on instrumental learning in which logical problem solving and inquiry dominate, transformative learning entails the use of metaphor, analogies and reflective dialogue so that learners revise their interpretations of knowledge. In these ways transformative learning might help healthcare providers to change their frame of reference and perceptions to accommodate new and different ways of learning and engaging within a multidisciplinary clinical team. 

Learning to Disclose

2017 ◽  
Vol 16 (1) ◽  
pp. 39-57
Author(s):  
Joni Schwartz ◽  
Rebecca Schwartz
Keyword(s):  
Identity Development ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experience ◽  
Meta Analysis ◽  
Racial Identity Development ◽  
Colonial History ◽  
Social Imagination ◽  
Self Reflection ◽  
Mother And Daughter

This autoethnographic research project examines the transformational learning of a transracial adoptive adult mother and daughter through the lens of postcolonialism. As collaborative researchers, adult adoptee and adoptive mother, examine this lifelong learning experience through critical self-reflection, qualitative meta-analysis, and autoethnographic research methods within the overarching historical and sociopolitical context of Haiti. The findings address the lived complexities of increasingly hybrid families, particularly around the contentious boundaries of race, nationality, and colonial history, as they impact transformational learning. Color blindness and racial identity development for both mother and daughter within their relationship are explored. Implications for adult educators around the use of autoethnography to engage the social imagination and employ disclosure toward transformative learning are discussed.

A Transformative Learning Experience for Senior Nursing Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Susan M. Hunter Revell ◽  
Kristen A. Sethares ◽  
Elizabeth Danells Chin ◽  
Marni B. Kellogg ◽  
Deborah Armstrong ◽  
...  
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Learning Experience

scholarly journals The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

2021 ◽  
Vol 11 (21) ◽  
pp. 10426
Author(s):  
Qinna Feng ◽  
Heng Luo ◽  
Wenhao Li ◽  
Ying Chen ◽  
Jiakai Zhang
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Controlled Trial ◽  
Critical Role ◽  
Moderating Effect ◽  
Learning Program ◽  
Study Results ◽  
Based Instruction

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

scholarly journals Transformative Learning Experience for Incoming Freshmen Engineering Students Through Robotics Research

2020 ◽  
Author(s):  
Baha Jassemnejad ◽  
Wei Pee ◽  
Kevin Rada ◽  
Montell Wright ◽  
Kaitlin Foran ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Incoming Freshmen

scholarly journals Peer mentorship and transformational learning: PhD student experiences

2014 ◽  
Vol 44 (1) ◽  
pp. 52-68 ◽  
Author(s):  
Jane P. Preston ◽  
Marcella J Ogenchuk ◽  
Joseph K Nsiah
Keyword(s):  
Transformational Learning ◽  
Educational Administration ◽  
Graduate Program ◽  
Personal Data ◽  
Formal Structure ◽  
Student Experiences ◽  
Great Capacity ◽  
Peer Mentorship ◽  
Transformational Learning Theory ◽  
Human And Social Capital

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.  

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

Intercultural Dialogue through Design (iDiDe)

2018 ◽  
pp. 177-202
Author(s):  
Susan Ang
Keyword(s):  
Student Engagement ◽  
Transformative Learning ◽  
International Education ◽  
International Study ◽  
Intercultural Dialogue ◽  
Future Research ◽  
Intercultural Understanding ◽  
Pedagogical Approach ◽  
Intercultural Collaboration ◽  
Specific Learning

Intercultural dialogue through design, globally known as “iDiDe” (pronounced i-dee-dee) was initiated by an Australian university in 2011 for architecture and built environment disciplines. Set within the context of international education and internationalisation, which are the focus of Australian universities this century, iDiDe offers a model of intercultural collaboration and student engagement. iDiDe is more than a generic international study tour. Firstly, there is collaborative academic leadership that comes from institutional partnerships between Australia and five Asian nations (Malaysia, Thailand, India, Indonesia, Sri Lanka), secondly, intercultural dialogue and intercultural understanding underpin the pedagogical approach, and thirdly, iDiDe projects extend discipline specific learning into the realms of reality. This chapter is an expose of iDiDe. It seeks to determine what elements of the model contribute to intercultural collaboration and student engagement. Findings are evaluated for their impact upon participants. The potential for transformative learning and response to global citizenship are discussed along with future research.

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