scholarly journals The Value of Incidental Learning in a Multidisciplinary Setting

2014 ◽  
Vol 20 (1) ◽  
pp. 439 ◽  
Author(s):  
Ross Hyams ◽  
Denise Sadique
Keyword(s):  
Social Work ◽  
Clinical Setting ◽  
Incidental Learning ◽  
Business Students ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Legal Service ◽  
Formal Learning ◽  
Clinical Supervisor ◽  
Practice Experience

<p>There is much to be gained by students learning together in a multidisciplinary environment. Enabling students to interact in a multidisciplinary clinical setting enhances their opportunity to learn from each other, their supervisors from different disciplines and from their experiences with clients. As well as “formal” learning opportunities which take place in the classroom, seminar environment, or in one-to-one instruction with a clinical supervisor, students working in a clinical setting have a range of opportunities to be exposed to informal, or incidental learning. This is learning that occurs in an opportunistic, unplanned and often, serendipitous fashion. This paper reflects on incidental learning opportunities that have been observed to take place in a multidisciplinary clinical setting, specifically between law, social work and business students. These reflections come directly from practice experience at the Monash-Oakleigh Legal Service, operated by the Faculty of Law at Monash University in Melbourne, Australia.</p>

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2018 ◽  
pp. 872-894
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2016 ◽  
pp. 250-272 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

Studies of the Internet in Learning and Education: Broadening the Disciplinary Landscape of Research

2013 ◽  
Author(s):  
Chris Davies ◽  
Rebecca Eynon
Keyword(s):  
Informal Learning ◽  
Formal Education ◽  
Incidental Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Management Systems ◽  
The Internet ◽  
Formal Learning ◽  
Educational Tool

This chapter investigates the role of the Internet in reshaping learning and education. It describes distinctions between formal education, where the Internet has made few inroads, and informal learning, where it seems to have excelled. Moreover, the chapter explores how the Internet has – via the World Wide Web – enabled an expansion in informal and incidental learning opportunities. Online courses are dealt through learning management systems, or virtual learning environments. The Internet's contribution to formal learning has been considerably less transformative than its contribution to informal learning. The Internet is not primarily an educational tool, but it self-evidently offers unique and unparalleled scope for the exploration of new forms of exploration and collaboration in the development and sharing of knowledge.

Improving organisational performance – red team policing and partnerships

2014 ◽  
Vol 13 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Geoff Coliandris ◽  
Colin Rogers
Keyword(s):  
Design Methodology ◽  
Learning Opportunities ◽  
Organisational Learning ◽  
Team Approach ◽  
Formal Learning ◽  
Learning Mechanisms ◽  
Alternative Analysis ◽  
Content Type ◽  
Documentary Analysis ◽  
Alternative Approach

Purpose – Intra and inter-organisational learning holds important consequences for official agencies’ capabilities to reduce harm, particularly in the field of safeguarding children. A range of formal learning mechanisms exist but as these can be limited there is a case for expanding the learning opportunities relied upon. The concepts of “red teaming” and “alternative analysis” though relatively well established in other sectors are under-developed, under-used and under-promoted within policing. They offer flexible conceptual and practical resources that aim to challenge established models, thinking and practices. Policing organisations would benefit from institutionalising alternative forms of analysis though this would involve an attitudinal commitment and shift. This paper aims to discuss these issues. Design/methodology/approach – Documentary analysis and reflection. Findings – Consideration of the red team approach by police and partners offers an alternative approach to effective organisational learning to prevent repeating similar mistakes uncovered by Serious Case Reviews. Originality/value – This paper will allow practitioners to reflect upon current serious reviews of cases and offers an alternative and effective way of improving partner agencies capabilities to reduce harm.

scholarly journals Ubiquitous Learning and the Future of Teaching

2012 ◽  
Vol 13 ◽  
pp. 3-14 ◽  
Author(s):  
Nicholas C Burbules
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Professional Training ◽  
Continuous Process ◽  
Training And Development ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Formal Learning ◽  
Ubiquitous Learning ◽  
Partnership Model

This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.

scholarly journals Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators

2014 ◽  
Vol 6 (4) ◽  
pp. 75-92 ◽  
Author(s):  
Ann Jones ◽  
Mark Gaved ◽  
Agnes Kukulska-Hulme ◽  
Eileen Scanlon ◽  
Charlie Pearson ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Incidental Learning ◽  
Relevant Literature ◽  
Mobile App ◽  
Reflective Learning ◽  
Formal Learning ◽  
Smartphone Apps ◽  
Learning Journey ◽  
The Eu

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs- Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project.

Strengthening Competency in Policy Practice: An Experiential Model for Student Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 145-158
Author(s):  
Dawn Apgar ◽  
Mackaully Parada
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Opportunities ◽  
Helping Professionals ◽  
Social Work Educators ◽  
Policy Practice ◽  
New Methods ◽  
Macro Practice ◽  
Work Education ◽  
Policy Engagement

Competence in micro and macro practice is required by the Council on Social Work Education because it is essential for skilled practice by helping professionals. Social work educators have historically struggled to identify learning opportunities for students in policy practice that are interesting and help reinforce its relevance to direct helping. It is imperative that new methods of policy engagement be implemented in social work curricula. This article describes an innovative model, based on an experiential statewide collaborative of all undergraduate social work education programs, to develop and assess student competency in policy practice. Evaluation results indicate that students found this model more effective in teaching about the importance of policy practice than traditional policy courses and in conveying the importance of policy to their work in the field.

Technology in Education: Learning Opportunities for Teachers and Students

2020 ◽  
Vol 112 (1) ◽  
pp. 46-50
Author(s):  
Shweta L. Reddy ◽  
Janace Bubonia
Keyword(s):  
Learning Styles ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Technology In Education ◽  
Course Content ◽  
Educational Backgrounds ◽  
Technological Competence ◽  
Diverse Learning ◽  
Teachers And Students ◽  
Education Today

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

Post-Doctoral Social Work Practice Experience

1996 ◽  
Vol 14 (1-2) ◽  
pp. 27-43 ◽  
Author(s):  
Carla M. Curtis ◽  
Maria Julia
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Practice Experience
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