Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

scholarly journals Framing the Real: Lefèbvre and Neo-Realist Cinematic Space as Practice

2014 ◽  
Author(s):  
David Brancaleone
Keyword(s):  
Film Theory ◽  
Real Life ◽  
Vital Role ◽  
Theory And Practice ◽  
Multidimensional Space ◽  
Spatial Practices ◽  
The Real ◽  
Cinematic Space ◽  
The Difference ◽  
The One

In 1945 Roberto Rossellini’s Neo-realist Rome, Open City set in motion an approach to cinema and its representation of real life – and by extension real spaces – that was to have international significance in film theory and practice. However, the re-use of the real spaces of the city, and elsewhere, as film sets in Neo-realist film offered (and offers) more than an influential aesthetic and set of cinematic theories. Through Neo-realism, it can be argued that we gain access to a cinematic relational and multidimensional space that is not made from built sets, but by filming the built environment. On the one hand, this space allows us to “notice” the contradictions around us in our cities and, by extension, the societies that have produced those cities, while on the other, allows us to see the spatial practices operative in the production and maintenance of those contradictions. In setting out a template for understanding the spatial practices of Neo-realism through the work of Henri Lefèbvre, this paper opens its films, and those produced today in its wake, to a spatio-political reading of contemporary relevance. We will suggest that the rupturing of divisions between real spaces and the spaces of film locations, as well the blurring of the difference between real life and performed actions for the camera that underlies much of the central importance of Neo-realism, echoes the arguments of Lefèbvre with regard the social production of space. In doing so, we will suggest that film potentially had, and still has, a vital role to play in a critique of contemporary capitalist spatial practices.

scholarly journals Overcoming the phenomenon of “closed doors” in career building within the framework of natural selection

2021 ◽  
pp. 13-22
Author(s):  
Sergey Andreevich Kolobaev ◽  
Sergey Anatol'evich Katanskij
Keyword(s):  
Natural Selection ◽  
Work Experience ◽  
Social Groups ◽  
Real Life ◽  
Job Market ◽  
Complex Projects ◽  
Closed Door ◽  
Definition Of ◽  
Key Aspects ◽  
The University

The economy and society currently pose a question of career building of in the significant social groups. Job market is characterized by the emergence of new professions along with a range of new competencies developed at the intersection of various disciplines. Educational institutions do not always prepare their students for real life, and therefore, a graduate or a person with work experience challenge to find employment. In light of the non-transparency and non-uniformity of the job market, as well as devaluation of the continuity of knowledge and experience from the university to the employer, quire ambiguous criteria are imposed upon the potential employee. As a result, large and complex projects can be completed with irrelevant specialists, and persons with work experience and a desire to continue their career building may be left out. Based on the socio-psychological analysis, the author proposes the term of the “closed door phenomenon”, which literally means subjective and objective obstacles in entering a significant social group and striking roots therein. The article offers a definition of the “closed door phenomenon” as a set of behavioral patterns of a person and responses of the reference social groups. The article explores the origin, phenomenology, and key aspects of career building problems, which are referred to as “closed door phenomenon”.  Classification of the proposed solutions is carried out. The author describes the socio-psychological mechanisms of interpretation and correction of unfavorable psychological and professional phenomena in career building within the framework of natural selection.

scholarly journals Accreditation Of Prior Experiential Learning As A Catalyst For Lifelong Learning: Analysis And Proposals Based On French Experiments

2013 ◽  
Vol 9 (4) ◽  
pp. 317-328
Author(s):  
Pierre-Yves Sanseau ◽  
Sandrine Ansart
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Work Experience ◽  
Prior Learning ◽  
Individualized Learning ◽  
Societal Changes ◽  
Past Experiences ◽  
The University ◽  
Learning Analysis

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l’Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge.Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience - and not just professional experience - that is in tune with today’s societal changes and the aspirations/constraints of each individual.

Lessons for Managing Academic Excellence in a Crisis: Experiential Learning

2021 ◽  
Vol 113 (2) ◽  
pp. 7-13
Author(s):  
Amy J. Harden ◽  
Carla Earhart ◽  
Craig Webster ◽  
Sotiris Hji-Avgoustis
Keyword(s):  
Experiential Learning ◽  
Learning Style ◽  
Work Experience ◽  
Real Life ◽  
Business Environment ◽  
Project Based Learning ◽  
Academic Programs ◽  
Early Years ◽  
Academic Excellence ◽  
Consumer Sciences

Family and consumer sciences (FCS) has a long history in embracing the value of hands-on, project-based learning in the classroom. The value of this learning style extends beyond the classroom through internships and other types of experiential learning. FCS literature is replete with examples from the early years of the profession to more recent years (e.g., Bell & Haley, 1995; Branegan & Spafford, 1949; Brooks & Simpson, 2014; Dobbs-Oates, 2019; Hurst et al., 2014; Olson & Montgomery, 2000). Internships are traditionally one of the most popular ways to try out a potential career path and get real-life work experience. For many academic programs, internships are part of the curriculum. In many programs that are aligned with an FCS curriculum, there is a requirement to have an internship experience. However, the recent pandemic has illustrated that the ability to complete an internship may be dependent upon the predictability of the business environment in which such educational experiences can take place.

scholarly journals Project Partnering in the Construction Industry: Theory vs. Practice

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Ali Hosseini ◽  
Paulos Windimu ◽  
Ole Jonny Klakegg ◽  
Bjorn Andersen ◽  
Ola Laedre
Keyword(s):  
Construction Industry ◽  
Construction Projects ◽  
Real Life ◽  
Theory And Practice ◽  
Literature Study ◽  
The Real ◽  
Minimum Requirements ◽  
Contract Form ◽  
Interaction Behaviors ◽  
Practical Implications

Clarification of what partnering is and its practical implications may help the construction industry to achieve the full benefits of this concept. The purpose of this study is to shed more light on how the partnering concept as practiced in real-life projects compares with the way partnering is described in the literature by exploring the hard (formal/contractual) elements of this concept. By this, we aim to identify discrepancies between theory and practice and help clear up the confusion that results from conflicting definitions of partnering. This investigation is based on a literature study and 39 interviews with respondents from 44 construction projects classified as partnering projects. Findings reveal that the discrepancies between theory and practice are remarkable: either the practitioners have misunderstood what partnering entails or the minimum requirements are too stringent and do not reflect the real-life use of the concept. Observation from case projects shows that no partnering hard element is applied in all studied projects. Partnering projects may share the partnering label, but use different sets of hard elements. Partnering can be identified as being present through a range of features, characteristics and interaction behaviors. This concept should be studied as an enacting strategy that can be adopted by various contract models rather than simply as an alternative contract form.

scholarly journals Experiential learning in engineering education: The role of student design competitions and a case study

2017 ◽  
Vol 47 (1) ◽  
pp. 3-22 ◽  
Author(s):  
M Gadola ◽  
D Chindamo
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Team Work ◽  
Effective Learning ◽  
Formula Sae ◽  
Engineering Theory ◽  
Hands On ◽  
The University ◽  
First Time

Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challenging contests in Europe is the Motostudent event, joined by the University of Brescia (UniBS) in 2016 for the first time. It is a typical implementation of Kolb’s theory of experiential learning, where engineering theory and application meet in an intensive, ‘hands-on’ team work experience, resulting in a very effective learning process that involves the so-called soft skills as well. The paper aims at briefly reviewing the scope of competitions like the Formula SAE and sharing the authors’ experience in a similar event, the Motostudent contest.

Venture creation programs: bridging entrepreneurship education and technology transfer

2015 ◽  
Vol 57 (1) ◽  
pp. 48-73 ◽  
Author(s):  
Martin Lackéus ◽  
Karen Williams Middleton
Keyword(s):  
Technology Transfer ◽  
Real Life ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
Snowball Sampling ◽  
Content Type ◽  
University Environment ◽  
Education And Technology ◽  
The University

Purpose – The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach – Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings – The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications – A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications – Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value – This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

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.

scholarly journals Practice Makes Perfect

2020 ◽  
Vol 3 (1) ◽  
pp. 225-228
Author(s):  
Christine Moffatt
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Community Of Practice ◽  
Work Experience ◽  
Theoretical Knowledge ◽  
The University ◽  
Relevant Work

Co-op placements are vital components of an LIS edcucation. Co-op programs allow students to gain relevant work experience, apply their theoretical knowledge of librarianship in the field, and identify new areas for professional development; however, one aspect is often overlooked in these programs. LIS co-op students can expand their experiential learning by proposing and pursuing new projects in the field, which will enhance their overall education and support their institution and profession at the same time. In this article, I will reflect on my co-op experience with the Collections and Content team at the University of Guelph, and I'll discuss how a group of co-op students started the first Co-op Community of Practice at Guelph.

scholarly journals Enabling Curriculum Re-design Through Asynchronous Learning Networks

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Niall MacKenzie ◽  
Niall MacKenzie
Keyword(s):  
Experiential Learning ◽  
Curriculum Design ◽  
Theory And Practice ◽  
Learning Cycle ◽  
Asynchronous Learning ◽  
Learning Networks ◽  
Asynchronous Learning Networks ◽  
Use Of Technology ◽  
Starting Point ◽  
The University

This paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re-design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning project at the University of Central England is explained, and appropriate technologies considered at each stage of the learning cycle. Fundamental to this paper is the view that technology should be used to add value to the learning process, and not to simply automate existing processes. The opportunities for experiential learning to take place are considered a priority in the curriculum design process, and the starting point in deciding upon the use of technology.

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