scholarly journals Successfully Teaching Ethics For Effective Learning

2011 ◽  
Vol 1 (3) ◽  
pp. 31 ◽  
Author(s):  
Ronald R. Sims ◽  
Edward L. Felton, Jr.
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Critical Analysis ◽  
Ethics Education ◽  
Real Life ◽  
Learning Activities ◽  
Teaching Ethics ◽  
Active Engagement ◽  
Effective Learning ◽  
Made In

This paper is concerned with identifying keys to successfully teach ethics. The keys are: addressing the relevance challenge; striving to achieve a balance between the active engagement of students with issues and a critical analysis of choices in to be made in real-life situations; attending to or managing the learning process to include learning styles and experiential learning; debriefing experientially-oriented learning activities; and institutionalizing outcomes of ethics education objectives. The paper discusses results of a study that attempted to answer the question What is required to successfully deliver experientially-oriented ethics education

scholarly journals Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering

2021 ◽  
Vol 11 (1) ◽  
pp. 254-268
Author(s):  
Stephanus Fajar Pamungkas ◽  
Indah Widiastuti ◽  
Suharno
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Mechanical Engineering ◽  
Case Study Research ◽  
Real Life ◽  
Sampling Technique ◽  
Theory And Practice ◽  
Learning Activities ◽  
Concrete Experience ◽  
Students Attitudes

Abstract This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.

David Kolb's Experiential Learning Machine

1993 ◽  
Vol 24 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Richard Hopkins
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Critical Analysis ◽  
Learning Machine

AbstractThis article is a review of David Kolb's program of work on learning styles and experiential learning, which I find to be a problematic instance of psychologism. I argue that Kolb's approach ignores the process nature of experience and that attractive as it may be instrumentally, it ultimately breaks down under the weight of its structuralist reductions. Kolb attempts to account for experiential learning without a coherent theory of experience, such as might have been found in phenomenology, which he virtually ignores. Thus, Kolb neglects the constitutive effects of the noetic-noemic corelationship and the intentional reality of the person. I contrast Kolb's formulations with John Dewey's much more resilient conception of "habit" and close with a critical analysis of various ways in which Kolb's learning-style instruments are used for aggressive intervention in people's lives.

scholarly journals Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

2016 ◽  
Vol 49 (01) ◽  
pp. 132-138 ◽  
Author(s):  
John David Gerlach ◽  
Tyler P. Reinagel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Public Administration ◽  
Real Life ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Approach ◽  
Community Benefit ◽  
Education Today ◽  
Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

scholarly journals Fostering Interdisciplinary Research through Experiential Learning

2013 ◽  
Vol 5 ◽  
Author(s):  
Susan Hirsch ◽  
Agnieszka Paczynska ◽  
Philip Gamaghelyan
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Student Learning ◽  
Interdisciplinary Research ◽  
Real Life ◽  
Learning Activities ◽  
Research Skills ◽  
Capstone Course ◽  
Faculty Team

For a number of years, a student/faculty team at the School for Conflict Analysisand Resolution has been developing experiential learning activities (ELAs) toincrease student learning, student engagement, and students' critical thinkingabilities. The team developed several new activities focused on improving studentlearning of research skills and conventions in the interdisciplinary conflict analysisand resolution field. During this session, presenters will discuss activities andmaterials developed for the program's capstone course, CONF 490, wheretheoretical readings and class activities that helped students prepare their finalresearch product were supplemented by examples of real-life research. 

scholarly journals Pengelolaan PAUD Berbasis Experiential Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 101-106
Author(s):  
Alim Harun Pamungkas ◽  
Vevi Sunarti
Keyword(s):  
Child Development ◽  
Experiential Learning ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Emotional ◽  
Community Members ◽  
Model Learning ◽  
Childhood Education ◽  
Learning Principles

PAUD institutions are often interpreted as a place of learning for children who are only oriented to the skills and knowledge of reading, writing, counting, and drawing. PAUD institutions should focus on children's development related to religious and moral, physical, cognitive, language, social, emotional and artistic aspects. Thus the educational services provided by PAUD institutions must be able to facilitate all aspects of child development through enjoyable learning activities and help increase understanding of parents or the surrounding community about playing as a fun learning activity. Fun learning activities for early childhood need to be designed to help children get real life simulations in their daily activities. PAUD institution learning activities need to be adjusted to the stages of child development based on experiential learning model learning principles. On that basis, an activity is needed that facilitates the creation of learning experiences for managers and parents or community members in PAUD institutions about experiential learning.Keywords: Childhood Education (PAUD), Experiential Learning

DaVinci Program: Enhancing Children’s Creativity Through Experiential Learning Activities

2016 ◽  
Vol 6 (1) ◽  
pp. 01-09
Author(s):  
Alexandru Boncu
Keyword(s):  
Experiential Learning ◽  
Current Problem ◽  
Learning Activities ◽  
Test Design ◽  
Learning Program ◽  
Creative Potential ◽  
Problem Statement ◽  
Post Test ◽  
A Current ◽  
Made In

Abstract Problem Statement: Developing creative potential is a current problem, because this experience facilitates the access to the development of the inner potential, especially in children. This research presents an experiential learning program, called DaVinci Workshops, which is a Romanian experiential perspective on enhancing creativity in children.Purpose of Study is to find out if creative potential can be enhanced through certain experiential learning activities.Methods: This research included intervention trainings, made in 12 sessions, on a number of 122 non-clinic subjects, aged between 6-11 years. The research had a pre-test post-test design, while classical tests from Guilford and Minnesota measuring flexibility, fluidity and originality were used.Findings and Results: The tested factors of the creative potential were enhanced, implying a development of the creative potential.Conclusions and Recommendations: Enhancing creativity through experiential learning activities is a very pleasant process for children, who are very positive and enthusiastic during this kind of programs, with numerous good outcomes. Keywords: creativity; intervention; experiential learning; children.

Learning styles

2019 ◽  
Vol 12 (5) ◽  
pp. 276-280 ◽  
Author(s):  
Anish Kotecha
Keyword(s):  
Professional Development ◽  
General Practice ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
Learning Activities ◽  
Effective Learning ◽  
Learning Preference ◽  
Methods Of Learning ◽  
Continual Learning

General practice requires a breadth of knowledge and continual learning. Professional development requires ongoing commitment, dedication and a strong work ethic. Often acceptance of the need to learn is not matched by knowledge of how best to learn. Educational theory suggests that being aware of individual learning preference allows more effective learning. There are several methods of learning and different learning activities will suit people according to preferred learning styles. A trainer, for example, can prepare more effective tutorials with this knowledge. This article considers some of the models of learning style to inform more effective individual learning.

scholarly journals New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment

2019 ◽  
Vol 14 (07) ◽  
pp. 179 ◽  
Author(s):  
Abhishek Bhati ◽  
Insu Song
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Formative Assessment ◽  
Digital Age ◽  
Learning System ◽  
Learning Activities ◽  
Learning Space ◽  
Diverse Learning ◽  
Experimental Learning

Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with state-of-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: (1) the use of learning space within the classroom, (2) wireless learning technology, and (3) mobile learning system (m-Learning). Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning.

scholarly journals Measuring Experiential Learning: An Approach Based on Lessons Learned Mapping

2019 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Marco Bertoni ◽  
Alessandro Bertoni
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Real Life ◽  
Lessons Learned ◽  
Learning Activities ◽  
Value Innovation ◽  
Innovation Projects ◽  
Innovation Project ◽  
Definition Of

Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.

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