Determining students learning needs when teaching technical subjects based on David A. Kolb’s Theory of Experiential Learning

2015 ◽  
Vol 60 (8) ◽  
pp. 171-177
Author(s):  
Bùi Văn Hồng
Keyword(s):  
Experiential Learning ◽  
Learning Needs

scholarly journals Developing a Dementia Care Training Curriculum for Registered Dietitians

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 443-444
Author(s):  
Joy Douglas ◽  
Christine Ferguson ◽  
Beth Nolan
Keyword(s):  
Experiential Learning ◽  
Healthcare Providers ◽  
Dementia Care ◽  
Learning Needs ◽  
Training Curriculum ◽  
Registered Dietitians ◽  
Development Team ◽  
Average Percentage ◽  
Before And After ◽  
Care Training

Abstract Research supports the need for healthcare providers who are trained in providing care to older adults with dementia. However, few training options exist for Registered Dietitians (RDs) seeking dementia care training that is specific to nutrition. The purpose of this project was to adapt an existing dementia care training curriculum to meet the learning needs of RDs. The development team included two experts in dementia training and two RDs with expertise in gerontological nutrition. The new training module was based on the existing Positive Approach to Care™ (PAC) curriculum, which incorporates Kolb’s Experiential Learning Theory and the Adult Experiential Learning Cycle. The development team first identified learning objectives for content that would be relevant to RDs who work with persons living with dementia, and modified components of the existing PAC curriculum to meet these objectives. After a preliminary pilot, the 2-hour program was presented to 20 RDs using a combination of lecture presentation, experiential learning, and skill-building techniques. Participants were provided written materials to reinforce the concepts presented. Participants answered five dementia-specific questions before and after the training, and overall, the average percentage of correct answers improved following the training. Two weeks following the training, participants completed an open-ended survey to provide feedback on the training. Participants responded favorably to the mixed learning formats in the training. When asked to rank their preferred learning methods, participants indicated lecture-based learning and experiential learning as their top preferred methods. These findings indicate that the adapted curriculum may improve dementia knowledge among RDs.

Developing open disclosure strategies to medical error using simulation in final-year medical students: linking mindset and experiential learning to lifelong reflective practice

2020 ◽  
pp. bmjstel-2020-000659
Author(s):  
Andrew Stuart Lane ◽  
Christopher Roberts
Keyword(s):  
Medical Students ◽  
Experiential Learning ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Psychological Safety ◽  
Emotional Arousal ◽  
Learning Needs ◽  
High Fidelity Simulation ◽  
Open Disclosure ◽  
Simulation Session

Introduction and objectivesOpen disclosure is a policy outlining how healthcare practitioners should apologise for mistakes, discussing them with the harmed parties. Simulation is a training and feedback method in which learners practise tasks and processes in lifelike circumstances. We explore how final-year medical students experience the learning of open disclosure.MethodsA qualitative study of final-year medical students who had been involved a high-fidelity simulation session based on open disclosure after medication error was conducted. Students were selected using purposive sampling. Focus groups illuminated their experiences and interpretation of simulated open disclosure experiences. The data were analysed using interpretative phenomenological analysis and supported two superordinate themes: (1) identifying learning needs; and (2) learning to say sorryResultsThe medical students constructed their learning in three different ways: negotiating environmental relationships; embracing challenge and stress; and achieving learning outcomes. The data reinforced the need for psychological safety, emphasised the need for emotional arousal and demonstrated the need for both individual and collective reflective learning. Our data linked the benefits of experiential learning to the development of growth mindset and Jarvis’s theory.ConclusionsThe lived experience of the final-year medical student participants in this study reinforced the notions of continuous psychological safety and the need for emotional arousal during learning. Our data also demonstrated the variety of participant experiences when preparing to give open disclosure, reinforcing the need for facilitators to optimise learning for the whole group as well as the individuals, given that participants are at different parts of their learning cycle.

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

2020 ◽  
pp. 0013161X2091594
Author(s):  
Kristin Shawn Huggins ◽  
Hans W. Klar ◽  
Parker M. Andreoli
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Learning Community ◽  
School Leadership ◽  
School Leaders ◽  
Research Question ◽  
Community Research ◽  
Learning Needs ◽  
Leadership Coaching ◽  
School Leadership Development

Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study’s research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated.

scholarly journals Building Implementation Science in Nutrition

2020 ◽  
Vol 11 (5) ◽  
pp. 1392-1398
Author(s):  
Andrea M Warren ◽  
Edward A Frongillo ◽  
Rahul Rawat
Keyword(s):  
Experiential Learning ◽  
Implementation Science ◽  
Expert Knowledge ◽  
Ways Of Knowing ◽  
Population Level ◽  
Target Population ◽  
Learning Needs ◽  
Policies And Programs ◽  
Object Of Study ◽  
Oriented Research

ABSTRACT The field of nutrition has been investing in the development of many nutrition-specific and -sensitive policies and programs aimed at improving population-level malnutrition in all its forms. When there is a need to learn about a new system, programmatic context, or target population to understand how to effectively deploy an intervention to help improve nutrition, it is important to be able to ask a broad range of questions, both in topic and in scope. Our aim is to provide a simple and conceptually clear definition and principles to elaborate the science of implementation for nutrition to distinguish it from other ways of knowing and learning and to serve as a guide to the articulation of implementation science questions and methods. Implementation science is a body of systematized knowledge about how to improve implementation that 1) is distinguished by its aims to learn about the process of implementation, 2) uses methods that derive from and fit with the aims, and 3) is built with tacit (as well as expert) knowledge and experiential learning. Implementation science aims to generate the learning needed to improve implementation through facilitating collaboration among stakeholders to articulate and pursue the aims; capturing and using tacit knowledge and experiential learning from stakeholders, systems, providers, and recipients; and applying a mix of methods suited to the aims. This elaboration of the science provides a simple way to help those who already do, or want to do, implementation science understand and communicate how this science is unique and the value that it adds to the current landscape of nutrition priorities, innovations, and the attendant complex learning needs that follow. Implementation science encompasses both discovery- and mission-oriented research, and centers implementation as the object of study for the purposes of broad-based learning.

Manager in coaching role and reciprocal learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paul Lyons ◽  
Randall Bandura
Keyword(s):  
Experiential Learning ◽  
Employee Engagement ◽  
Personal Development ◽  
Action Plan ◽  
Practical Implementation ◽  
Learning Needs ◽  
Reciprocal Learning ◽  
Content Type ◽  
Role Learning ◽  
Employee Relationship

Purpose The purpose of this manuscript is the presentation of: (1) a reciprocal learning process for coach and employee, and (2) a practical implementation guide. Design/methodology/approach Various search tools were used to explore the areas of manager in coaching role, learning orientation, reciprocal learning, integrative pedagogy (IP) and experiential learning. Coordination and integration of the areas examined resulted in a guide for manager application. Findings A method (guide, action plan) was created for use by a manager in a coaching role and the employee being coached. The method serves the information and learning needs of both participants. The collaborative relationship is grounded in mutual support, and participants help each other grow and change. Research limitations/implications Following completion of one action plan, research may be conducted to address areas such as coach self-perception of competence and self-efficacy; and employee perceptions of coach’s interest, helpfulness and effectiveness. It is also possible to study perceptions of participants with regard to the quality of the coach–employee relationship. Practical implications Application of the proposed method/approach is intended, in part, to stimulate employee engagement and motivation, and it provides the manager with some new platforms to interact with employees in the coaching role. Originality/value The role of manager-as-coach has been wedded to the possibilities of reciprocal learning in which both, manager and employee, gain knowledge, skill and personal development from a focused approach. In addition, the approach or method presented combines elements of IP with experiential learning.

scholarly journals Optimalisasi pembelajaran berbasis kompetensi pada pendidikan kejuruan

2011 ◽  
Vol 1 (1) ◽  
pp. 113
Author(s):  
Herminanto Sofyan
Keyword(s):  
Experiential Learning ◽  
Curriculum Design ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Material ◽  
Material Development ◽  
Design Learning ◽  
Positive Attitudes ◽  
Teacher Needs ◽  
Competency Based

COMPETENCE-BASED LEARNING OPTIMIZATION IN VOCATIONAL EDUCATIONCompetency Based Learning needs changes in curriculum design from subject matter to competency. Teacher needs to be able to design learning of competency and to identify learner diversity. Learing process at educational unit is carried out in interactive, inspiring, enjoying, challenging, motivating manners for learners and provide enough space for students to be active, creative, and otonomous align with aptitudes and talents. Teachers generate student positive attitudes through learning activities in order to develop their seminal apttitudes. Optimazing of competency based learning could be achieved through experiential learning, learning material development, the use of learning resources and media.

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.

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